You can also find more of our thoughts on formative assessment here. Rather, it is an ongoing process in which teachers use test-elicited evidence to adjust their instruction or students use it to adjust their learning tactics.” Basically, formative assessment is a process by which teachers use assessment results to improve teaching and to help guide student learning. Professor Popham (2009) says “Formative assessment is not a test. So, what are the reliability concerns for classroom formative assessment? Before we answer that question, let’s first define what we mean by “formative assessment.” Let’s use Popham’s definition (he always seems to have nice clear definitions. That is, you cannot make valid inferences from a student’s test score unless the test is reliable. An important point to remember is that reliability is a necessary, but insufficient, condition for valid score-based inferences. Recall, we defined reliability as the degree to which students’ results remain consistent over time or over replications of an assessment procedure. Today, let’s discuss reliability concerns for classroom formative assessment. My last blog post on this topic was on May 25 on reliability concerns for classroom summative assessments. So, I guess it’s the right time to return to these topics on this blog. In fact, next week’s class (5 hours of class time) will be spent on these two topics.
In a course like this, reliability and validity are of course big topics. More than 70% of the students in the class are K-12 teachers. This week, I started teaching a course called Assessment: Theory and Practice to graduate students in the Leadership program at Saint Mary’s University. Pedagogical implications and applications of self-assessment are discussed in this paper.Reliability Concerns for Classroom Formative Assessment Significant correlations were apparent, indicating that learners assessed their listening skills fairly accurately and precisely. Participants (n = 63) were given a self-assessment questionnaire which is founded upon the components of AL presented by Aryadoust and Goh, and a test of academic listening developed by English Testing Service (ETS) subsequently, their performance on both measures were found to be correlated. Following Aryadoust and Goh (2011), AL was defined as a multi-componential construct including cognitive processing skills, linguistic components and prosody, note-taking, rating input to other materials, knowledge of lecture structure, and memory and concentration. This article describes the relationship between students’ self-appraisals and their performance on a measure of academic listening (AL). Language self-appraisal (or self-assessment) is a process by which students evaluate their own language competence.
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