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In Chapter 4 the characteristics, types, and process of formative assessment was examined in depth.

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After reading Chapter 4, I learned the key components of what a formative assessment is and can now distinguish what the difference between low-level formative assessments from high-level formative assessments.

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Formative assessments provide evidence of student learning as well as factors that effect motivation and achievement, it is also a continuing process that includes student feedback, instructional adjustments, evidence of learning and evaluating the evidence.

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In this chapter I learned about formative assessment, and what embedded and summative-based formative assessment is. I learned about the importance of observation and how each student is going to have individual actions that are necessary to tend to during your observation.

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A teacher implements embedded formative assessments to students through formal and informal observation in the classroom during planned instruction or even at random moments, in order to gain knowledge on what instructional and other decision-making needs need to be met.

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Chapter 4:

This Chapter focuses on the different types, techniques, and skills used in the broad concept that is formative assessment.

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Chapter 4 Summary:

Formative assessment is the ongoing process of providing evidence of student learning, whereas summative assessment occurs at the end of a lesson, and embedded assessment happens at different times.

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Embedded formative assessment, which is ongoing throughout instruction, comes in a variety of forms, but is ultimately the most effective when it is differentiated to meet student needs and when the student acts on the feedback.

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Formative Assessment is a broad category that is done through summative and embedded assessments.

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CH. 4- Formative assessments and observations provide feedback of students’ attentiveness, confidence, and interest in class as well their understanding of the materials.

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Chapter 4:

This chapter talked about the difference between formative (ongoing feedback) and summative (measure of student learning at the end of a unit) assessment, how to give affective feedback (varied, actionable, honest, accurate, tailored to each student, sincere praise), and the importance of communication not only through speaking but through body language and facial expression as well.

Chapter 5:

This chapter talked about the importance of preassessments (pretest, homework, or other exercise) to evaluate a student’s prior knowledge, how to make instructional adjustments based on your classes knowledge, and the importance of effectively using homework, quizzes, and in class work in regards to formative assessments.

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CHAPTER FOUR:

Chapter four goes into detail on the continuous process of formative assessments and the different types

that take place, while also bringing in nonverbal cues and the error that each type of assessment has.

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Chapter 4 focuses on formative assessment and the different types of formative assessments, as well as providing valid feedback.

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This chapter focused on the ongoing feedback of formative assessments, the different types of formative assessments, and how to provide effective, valid feedback for these types of assessments

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This chapter is about the main components of formative assessments, and knowing the differences between embedded and summative- based formative assessments.

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Chapter 4 discusses that embedded formative assessment is the most important form of assessment, occurring most often and having the most impact on students.

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Chapter 4 discusses that embedded formative assessment is the most important form of assessment, occurring most often and having the most impact on students.

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Stephanie Kendall

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Chapter 4 Reflection

Formative assessment is a continuous process in which teachers continually give clear, honest, and accurate feedback to their students, based on what the teacher observes from the students’ verbal and nonverbal communications about specific tasks.

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Formative Assessments are important to continually monitor student’s progress and confirm the students’ reactions to instruction for the teachers to give appropriate feedback.