2.++Formative+Assessment+Strategies

Assessment for learning represents a philosophical shift in our thinking about the purpose of assessment. Until recently we have been primarily supportive of a norm-referenced system, in which students grades are compared to those of their peers and the focus is on gaining points to obtain the highest grade. The philosophy of assessment for learning is reflected in a standard based reporting system in which students are graded based on the level or standard they achieve. The expectation in standards-based classroom is that all students will obtain a minimum acceptable standard and it is the job of educators to ensure that we structure the learning environment so that students meet the targeted learning goals or standard.
 * Formative Assessment Strategies**

In their review of over twenty studies Black and William (1998) concluded that improving formative assessment strategies resulted in significant and sometimes substantial learning gains for students from kindergarten to university level across subject areas. Implementing effective formative assessment strategies involves changes in classroom practice. As indicated by Chappuis (2005) “formative assessments promote learning when they help students answer three questions: Where am I going? Where am I now? and How can I close the gap?” (p.39). Students need to know what they do well and what they need to do in order to improve.