Still on Assessment but Criterion-Referenced-Assessment this time

"What would the learner have to be able to do, to earn an A, B or C in this topic?" This is what we mean by Criterion Based Assessment.

For example, in a Science lesson where assessment is based on various aspects of the experiment and the teacher has to assess if the observatory skills of the learners have been engaged and to what extent they were able to use what was observed to explain the concept being taught; if they can infer and link the experiment to past knowledge and to the world around them, they attain a high level skill in Science ( Analysis, Synthesis and Evaluation - the higher tier of the order of thinking), the following would be termed 'Criterion-referenced-assessment:

'to get an A* you must be able to use Scientific knowledge to explain your observations'

Do you empower them with this level of assessment when you set your objectives, knowing that they should be able to self-assess their performance by the end of the lesson?

Don't just give a general target in your lesson objectives, include criteria.😎

What is your take on Formative Assessment?

Culled from: 

Outstanding Teacher's Trainer series - Attaining beyond the limits in your practice Assessment 2B by Olufunmilayo da-Silva

"Formative assessment focuses on teaching and learning. It involves continuing to check on learners' understanding of what the ongoing work is all about.
Formative assessment is the starting point of any lesson. It entails finding out what a learner already knows, understands and can do. Fresh learning should link with learners' previous learning and take it forward..."

Just how effectively do you use this tool to improve the learning experiences in your class?

 

Does your marking give an effective feedback each time?

When you mark learners' work, do you just tick and write seen or do you do what is professionally required by giving qualitative feedback and feedforward? Are corrections done and subsequently implemented?