Final thoughts on Embedded Formative Assessment....

      Before reading this book, I had heard of formative assessment and knew basically how to define it.  However, I had not taken the time to truly reflect on my own teaching and how I use formative assessment.  I have used formative assessment in my performance classes for years.....such as my band rehearsals.  I constantly give feedback on how the kids are doing in sectionals and as a group but it has almost always been verbal feedback.  

      

      The book and our discussions have made me think about how I could use formative assessments in different ways and with feedback that was not solely verbal.  I started to come up with a variety of rubrics that I could tweak to fit my needs depending on the class and what I was trying to assess.  I also began to plan certain assignments or activities that could be used as formative assessments.  

      I look forward to coming up with some assessments for the next school year......especially a few that can be used to give feedback to band students on an individual level.  I plan to give them more feedback on their concert music, but next year it will be a mixture of group and individual feedback that includes rubrics and some written comments.  These assessments could also be beneficial to share information with parents at conferences on how their children are doing in specific areas.

      At first I didn't think I had time to spend on individual assessments during our rehearsals because I needed all of my time to prepare for our performances.  I didn't realize that I could do small formative assessments that were quick and wouldn't take much class time.  They didn't need to be overly time consuming in order to be worthwhile.  I know that I can be creative on how I use them in the classroom whether it's splitting up an assessment across several rehearsals or doing one short assessment within the time limits of a rehearsal.  

       Because of this book, I have found myself more consciously thinking about what I want the end result to be and what kind of summative assessment I would use.  Then I continue to think in a backwards fashion and decide what formative assessments would help get my students ready for the next level.  

      I am thankful that we discussed this book.  I don't think I would have reflected on my teaching as much as I have without reading it.  I'm always looking for ways to improve my teaching, and I truly believe that this book and our discussions have helped me do just that.