Detail One Step Closer by Having Formative Assessment   Oleh:  Palupi, Risqi Ekanti Ayuningtyas ; Kristiana, Agustin Desi Jenis: Article from Proceeding Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 186-193. Topik: Formative assessment Fulltext: hal 186.pdf (15.04MB) Isi artikel The term “assessment” may be defined in multiple ways by different individuals or institutions, perhaps with different goals. Assessment can be defined as the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving learning and development. Assessment can be done at various times throughout a program and a comprehensive assessment plan will include formative and summative assessment. In this article, the writers choose the formative assessment to build up the information about the students. Formative assessment is often done at the beginning or during a program, thus providing the opportunity for immediate evidence for student learning in a particular course or at a particular point in a program. Formative assessment is not used for grading. The purposes of having the formative assessment are: 1) focus on learning goals; 2) take stock of where current work is in relation to the goal; 3) take action to move closer to the goal. The steps of formative assessment are: 1) understand the learning target; 2) produce work; 3) compare performance with the learning target; 4) evaluate strengths and weaknesses; 5) give feedback for improvement; 6) close the gap. The advantages that can be found by having formative assessment are the teacher can: 1) engage students in the process; 2) see the teaching through the students' eyes; 3) identify misconceptions happened Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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