Formative Assessments in Indian Context and Its Role in Active Learning Approach
DOI:
https://doi.org/10.61841/e6crtv77Keywords:
Formative Assessment, Active Learning, Feedback, Rubrics, Learning OutcomeAbstract
Formative assessment, otherwise known as assessment for learning, is an inevitable and integral part of any session or classroom practice. Assessment for learning is a self-explanatory phrase that suggests the objective of formative assessment. In this paper, I am going to present the prevailing misconception about the formative assessment among most teachers. The paper will attempt to present the salient purpose of formative assessment and its role in the active learning approach while discussing how the traditional methods have used formative assessment without knowing much about the literature behind it. The paper also attempts to throw light on how active learning approaches capture the true essence of the fundamentals of formative assessments. In an attempt to explicitly present the usefulness of formative assessment, the paper will present some important concepts that are associated with it, such as learning outcomes, success criteria, feedback, and rubrics. In the paper, I would present the data collected from a quantitative survey conducted to measure the teachers’ understanding of formative assessments and their practice in the classroom. To conclude, the paper suggests a variety of assessments that are less time-consuming and more efficient in assessing the students understanding of the concept.
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