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Thank you
Thank you in advance for your time and willingness to complete this survey on classroom
formative assessment teacher practices. You have been asked to complete this survey
because you are participating in a pre-service teacher education course where one of your
tutors is Professor Mednick. Professor Mednick is simultaneously our tutor for our course at
the VUB called ‘Case Studies in Curriculum Design’. We thank you and Prof. Mednick for
Who we are
We are two students on a Masters in Educational Sciences Course at the VUB. We are both
The survey we have created aims to find out what knowledge pre-service teachers in
information we gather from your answers will help us to design an introductory curriculum
The evidence for the power of classroom formative assessment has been growing for the past
40 years. Academically, classroom formative assessment implemented with fidelity has been
competencies for engaging with the world in the 21st century, economically, collaboratively,
change and revitalisation we feel that we can provide some information that warrants serious
consideration. This is an opportunity to build on research that has already been conducted
in a variety of countries. Many of these countries have found that this rediscovery of
education has proved hard to transform. We feel that Suriname, with collaboration with VUB,
assessment. Taking advantage now means that Suriname unlike other countries can already
learn from past mistakes, and be confident that classroom formative assessment leads to the
Participant information
Your participation is completely voluntary. Your responses will be kept strictly confidential
and accessible to the research team only. Any report of this study will share group results only
and will not include your name or other individual information by which you could be
identified. There are no right or wrong answers. You should not feel embarrassed about any
response that you provide, as all data gathered is important for our next steps in designing a
curriculum. If you have questions or would like a copy or summary of this study’s results,
Are you?
Male
Female
K1
K2
K3
K4
K5
K6
Before we ask you to take the survey, we would like to provide you with two definitions of
classroom formative assessment. This may be helpful when making your responses.
from the idea that a clear definition of formative assessment is difficult to pin-down. There
are many definitions of formative assessment. Dylan Wiliam sees these different definitions
What is confusing for many, is that Formative Assessment can have different time-frames
(Long, Medium and Short-cycle), span different learning episodes (terms, teaching units,
lessons), have different time lengths (Years, weeks, days, minutes, moments), and have
definitions and one conceptual framework, in the form of a diagram. These have been found
definitions are:
Definition 1:
themselves and each other, to modify the teaching and learning activities
assessment’ when the evidence is actually used to adapt the teaching work
Definition 2:
decisions about the next steps in instruction that are likely to be better, or
better founded, than the decisions they would have taken in the absence
Left diagram: Describes the kinds of activities that are components of formative assessment.
Right diagram: Identifies the different roles of the teacher and the learners.
Both Definition 1 and Definition 2 of formative assessment, and the conceptual framework of
the the different aspects and roles of formative assessment provide a structure for the
Please rate how strongly you agree or disagree with the following statements about the
Definition 1
Definition 2
The conceptual
framework
I regularly use
assessment data to
inform my teaching
My curriculum and
instruction are aligned
to provide
opportunities for
students to through
classroom formative
assessment
My university mentor
encourages me to use
classroom formative
assessment
My school mentor
encourages me to use
classroom formative
assessment
Based on your answer to the previous question, please describe one example of
classroom formative assessment that you use
Challenge 1
Challenge 2
Challenge 3
Challenge 4
Challenge 5
We would also like to survey your ideas about ways of developing classroom formative
assessment in Suriname. You can add more ideas if you like.
Development idea 1
Development idea 2
Development idea 3
Development idea 4
Development idea 5
Strategy 2: Engineering Effective Discussion, Tasks, and Activities that Elicit Evidence of
Learning
I don’t I do this This is I could
do this sometimes embedded support
in my someone
practise else
I find out what every student knows
at least once a lesson, by using an
all-purpose response system.
I ensure that all students have time
to think about an answer to a
question I pose before I choose who
answers.
I give a student a way out if unable
to answer my question, but then I
come back to the student.
Reference:
Wiliam, D., Leahy, S. (2015). Embedding formative assessment. FL, Learning Sciences
International.
Acknowledgement:
The survey is used with permission from Dylan Wiliam.