Lecture 3.

Methodological Foundations of Criteria-

Based Assessment.
The Process of Formative Assessment.

Lecturer: Guldana Nessipbay

Analytic rubric
Holystic rubric
 Advantages of Criteria-Based Assessment

1. Reducing subjectivity: clear criteria reduce subjective

errors in grading.
2. Integration of assessment and self-assessment: the
system encourages students to analyze their
achievements.
3. Development of critical thinking: fosters analytical
and reflective skills.
4. Support for lifelong learning: promotes continuous
self-improvement.
5. Formation of personal values: helps students make
responsible decisions and take ownership of their actions.
The Process of Formative Assessment.
 1. The Emergence of Formative Assessment

• Michael Scriven (1967):

• First introduced the term "formative
assessment" to describe processes aimed at
the continuous improvement of educational
programs.
• Main idea: Assessment allows us to determine
how useful a program is and how it can be
improved compared to alternative options.
• He proposed distinguishing between two types of
assessment: formative (ongoing adjustment)
and summative (final evaluation).
 1. The Emergence of Formative Assessment

• Benjamin Bloom (1969):

• Expanded the concept of formative assessment in the
context of higher education.
• Introduced the idea of feedback at all stages of
learning, which helps teachers adjust the educational
process according to students' progress.
• Formative assessment was used in British universities
as a preliminary evaluation before major exams.
 2. Definition of Formative
Assessment
 Formative assessment is a process of regularly gathering
information about students' current knowledge and skills in order
to adjust their learning process.
• Key aspects:
• Assessment helps both the teacher and the student identify problem areas
in the learning process and address them in a timely manner.
• Tests and assignments are tools that help assess current knowledge and
provide opportunities for improvement.
• This approach is focused on development rather than a final grade.
3. The Core Methods of
Formative Assessment

1. Clear and understandable learning objectives:

Students should know what they need to achieve as
a result of their work.
2. Use of examples: Teachers show successful and
unsuccessful works so that students can compare
their achievements with models.
3. Constant feedback: The teacher provides
comments that help students adjust their knowledge
and skills.
3. The Core Methods of
Formative Assessment
4. Teaching self-assessment and goal setting: Students
learn to objectively assess their achievements and set goals
for further development.
5. Focusing on one aspect: Sequential work on specific
skills and learning aspects.
6. Targeted problem review: Students return to
challenging tasks to better grasp them.
7. Involving students in self-reflection: Students
analyze their own progress and participate in peer
assessment.
4. The Role of Teachers in Formative
Assessment

• Teacher Responsibilities:
• Teachers act not just as assessors
but as facilitators of learning,
guiding students through
formative assessments while
creating an environment
conducive to self-directed
learning.
 4. The Role of Teachers in Formative
Assessment

• Key Tasks in the Assessment Process:

1. Planning and Organizing Formative Assessment: Teachers must align
their assessment strategies with the curriculum, ensuring that learning
objectives are met.
2. Selecting Appropriate Assessment Methods: Depending on the lesson,
teachers decide which tools and techniques (e.g., quizzes, peer reviews,
reflective journals) will most effectively gauge students’ understanding.
3. Interpreting and Analyzing Results: Teachers analyze students'
responses to identify trends in learning and areas requiring attention.
4. Providing Feedback: Through feedback, teachers offer students clear
guidance on how to improve, while also recognizing areas of success.
5. Practical Application and
Examples
• Method "Two Stars and a Wish":
• A peer-assessment strategy where students
review each other's work, highlighting two
positive aspects (the "two stars") and offering
one constructive suggestion for improvement
(the "wish").
• This method promotes peer learning and
encourages critical thinking, as students not
only reflect on their own work but also
engage with their classmates’ perspectives.
 6. Objectives of Formative
Assessment
 The main goals of formative assessment are:
1. Defining Clear Learning Objectives and Evaluation Criteria:
Students must understand what is expected of them and how their
progress will be measured.
2. Creating Collaborative Learning Environments: Students should
work together, supporting one another in the learning and assessment
process.
3. Providing Constructive Feedback: Teachers give feedback that helps
students develop the skills and knowledge needed to meet learning
objectives.
4. Involving Students in Peer Learning: Through peer reviews and
discussions, students gain a deeper understanding of the material.
5. Encouraging Self-Regulation and Reflection: Students take an
active role in tracking their own progress, analyzing their successes and
areas for improvement.
7. Descriptors: Tools for Assessment and
Feedback

• Descriptors are clear, specific criteria that teachers

use to assess student performance on tasks. They
provide transparency in assessment, ensuring that
students understand exactly what is expected.
• Purpose: Descriptors offer a step-by-step breakdown
of what constitutes a successful performance, helping
students identify where they stand and what they need to
improve.
• Descriptors are also useful for identifying specific points of
difficulty, making feedback more actionable for students.
 8. Challenges and Common Mistakes in
Formative Assessment

• Time Management Issues:

• One common mistake is allowing students too much time to complete
a task, which leaves insufficient time for reflection and feedback.
Strict adherence to time limits ensures a balanced approach where
students learn both to complete tasks efficiently and to reflect on
their work.
• Focus on the Process, Not Just the Outcome:
• The real value of formative assessment lies in students’ ability to
analyze their own performance, identify areas of improvement,
and reflect on their learning. Success is measured not just by task
completion but by the development of self-regulation and problem-
solving skills.
Students' knowledge and understanding of The goal should be formulated broadly and in
the learning goal the form of questions. It is important to know
exactly what result the student will achieve.
The results must meet a clear, controlled,
measurable and accessible goal
Active participation of students in Students should be able to apply the knowledge
independent learning they have gained, be able to transform, develop
and complement themselves, as well as consider
themselves in different situations and contexts.
Changing teaching based on assessment In order for the assessment process to be realistic
results and understandable, you must be able to create
criteria,
Students must learn to self-evaluate themselves in
order to find out the purpose of their studies and
what they have achieved. To do this, you can ask
self-evaluating and thought-expressing questions.
Changing teaching based on assessment Assessment is part of the training and the final
results stage. The use of formative assessment is the basis
for effective learning. Because formative
assessment has a significant impact on how
students are interested in a subject.
 9. Conclusion

• Formative assessment is a powerful educational tool that promotes

continuous improvement in both teaching and learning. Its purpose is
not merely to assess what students have learned, but to enhance the
learning process itself.
• Key Takeaways:
• Formative assessment is ongoing, interactive, and collaborative.
• It encourages students to take an active role in their learning by
fostering self-assessment, peer feedback, and reflection.
• For educators, it offers a structured yet flexible way to personalize
instruction and respond dynamically to students’ evolving needs.
 Through the consistent use of formative assessment, teachers and
students build a culture of continuous improvement, where feedback
drives learning and every challenge becomes an opportunity for
growth.