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Formative Assessment in a Math Class


Assessments form an important part of teaching. In teaching parlance, we have Summative assessments and Formative assessments. Summative assessments help us to grade a student's mastery of an instructional unit or a set of instructional units. On the other hand, formative assessments are meant to obtain regular feedback on the progress of a lesson. Formative assessments are hence a 'tool for learning', giving teacher feedback on the progress of an instructional unit. The feedback can then be used to plan further instructions to the student.

 One popular way of conducting the formative assessment is the use of technology tools to organize quizzes or form collaborative groups of students to tackle challenges. While these work well in a conventional school environment a different set of strategies are required for individualized student-driven learning. 
  • In a math classroom where each student is working on his individual lesson plan, one can use DIAGNOSTIC questions as the first strategy. This is how it works.
    • Divide the math workbook that the student is working on into sections based on concepts introduced. Recap section,concept1 section, concept2 section, revision section and so on.
    • Allow the child to progress to the next section only if they are able to explain diagnostic questions on the concept and procedure related to the section.
    • This would not only serve as a diagnostic tool but also a quick revision of the concept before the child moves on to the next section.
    • For example, if a child has just finished fraction addition, a diagnostic question can be "How do you add 3/4 and 5/6?" If the response is by making denominators common, a counter conceptual question can be "Why can't fractions with different denominators be added?"
    • A teacher has to be a good observer too. Most often, a diagnostic question can be framed with our knowledge and observation of misconceptions that children have. Let us say, a child is working on finding percentages, a diagnostic question that tests both concept and procedure can be "What is 25% more than 500". This not only tests the way to find 25% of 500 but also that the increased amount needs to be added back to 500 to arrive at the answer. Here, we are addressing common misconceptions that students display in percentage topic and making sure the student has understood it well.
  • Another tool for formative assessment is the use of activities that would challenge the child to use the concept that was just learnt. This would work very well with kids up to grade 3 where they would very happily perform individual activities involving 'cut and paste' or colouring. A host of such activities are available on the internet.
Links:

 The Formative 5 - Everyday Assessment Techniques for Every Math Classroom
https://youtu.be/DpM1whKsqSY

 https://edtechreview.in/trends-insights/insights/1766-tools-teachers-would-love-for-formative-assessments

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