Formative Assessment Experience
Describe your own experiences with assessment as a young learner. How were assessments given? How often? Did you experience any test anxiety? Were any formative assessments used? Use what you know now about assessment to compare your experience.
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Formative Assessment Experience
Sindelar, N. W. (2011). Assessment-Powered Teaching. Thousand Oaks, Calif: Corwin.Read Chapters 1-3
Squires, D. A. (2014). Curriculum : District Stories of a Path to Improved Achievement. Hauppauge, New York: Nova Science Publishers, Inc.
Chapters 1-3
Helpful Websites:
California Department of Education: Testing and Assessment
http://www.cde.ca.gov/ta/tg/
Personal Experience With Early Assessments
As a young learner, assessments were mostly paper-based tests given at the end of each topic. These assessments occurred monthly, especially in core subjects like math and language. I recall feeling anxious before exams due to the pressure to perform well. The fear of failure often overshadowed my ability to think clearly during tests. While these assessments measured knowledge, they rarely helped improve understanding during the learning process.
There were few formative assessments used. Teachers occasionally asked questions or gave pop quizzes, but these were not structured to guide learning. Feedback was limited, and wrong answers were often marked without explanation. This made it hard to understand where I went wrong or how to improve. As a result, assessments felt like final judgments rather than helpful tools.
Comparing Past and Present Understanding
Now, with a better understanding of assessment, I recognize the importance of formative assessments in supporting learning. Tools like self-assessments, observations, and checklists can provide real-time feedback and guide instruction. I also understand that assessment should be ongoing and include a variety of strategies, not just traditional tests.
According to Sindelar (2011), assessment should inform teaching, not just evaluate learning. Similarly, Squires (2014) emphasizes the importance of using assessments to drive curriculum improvement. If these principles had been applied during my school years, I might have benefited from more supportive and low-stress learning experiences.
In conclusion, my early experiences with assessments were more summative and stress-inducing. With current best practices in mind, I now see how assessments can empower both teaching and learning when used effectively and consistently throughout the instructional process.
