Formative assessment is often not graded in the traditional sense of assigning points or letter grades; instead, it's typically assessed with feedback mechanisms focused on guiding student learning.
While formative assessments can be graded, their primary purpose is to provide feedback to students and instructors to improve learning and teaching during the learning process. The emphasis is on growth and understanding rather than evaluation for a final grade. When formative assessments are "graded," the grading often looks different from traditional summative assessments.
Here's a breakdown of how formative assessments are typically approached:
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Focus on Feedback: The core of formative assessment is providing timely and specific feedback. This feedback can be:
- Written comments: Instructors might provide comments on student work, highlighting strengths and areas for improvement.
- Verbal feedback: This can happen during class discussions, individual meetings, or group work.
- Peer feedback: Students can provide feedback to each other, promoting critical thinking and self-reflection.
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Rubrics: As noted in the reference, rubrics are frequently used to assess formative assessments. A rubric outlines the criteria for success and provides a consistent framework for evaluation. Using a rubric helps students understand expectations and guides feedback.
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Checklists: Checklists can be used to track whether students have met specific learning objectives or completed certain tasks.
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Self-Assessment: Students might be asked to reflect on their own learning and identify areas where they need more support.
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Low-Stakes or No-Stakes: To encourage risk-taking and experimentation, formative assessments are often low-stakes (worth few points) or no-stakes (not graded at all). The goal is to create a safe environment for learning and growth.
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Completion Grades: Sometimes, formative assignments are given a completion grade (e.g., credit or no credit) based on whether the student made a genuine effort to complete the task. This encourages participation without adding significant pressure.
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Points for Participation: In some cases, points may be awarded for active participation in formative assessment activities like discussions or group work. However, the emphasis is on engagement and contribution rather than correctness.
Examples of Formative Assessment Grading Strategies:
| Assessment Type | Grading Approach | Focus |
|---|---|---|
| In-class activities | Check mark for participation or brief feedback | Engagement, understanding key concepts |
| Short quizzes | Low-stakes points, feedback on areas of misunderstanding | Identifying knowledge gaps, guiding further study |
| Draft assignments | Detailed feedback, no grade or low-stakes grade | Improving the final product, developing skills |
| Group discussions | Participation points, observation of engagement | Collaboration, critical thinking, communication skills |
| Self-assessment surveys | Completion grade, reflection on learning | Self-awareness, identifying areas for improvement |
In conclusion, while formative assessments can be graded, the focus is generally on providing meaningful feedback to support student learning and guide instruction. Grading strategies often prioritize effort, participation, and progress over achieving a specific score.
