UFAC (Goal and Procedure) The goal and procedure of creating the UFAC system (Universe of Formative Assessment Components) The Universe of Formative Assessment Components (UFAC) consists of the
population (or universe, as stated in the field of measurement) of all
admissible forms of information that can inform teachers with an understanding
of their students’ learning and direct teachers’ next steps to move that
learning forward. We are building the UFAC with a goal to make it as
comprehensive as possible. The components are obtained from many sources
including the following: For example, Component #45 reads, “Teacher adjusts instruction by demonstrating alternative representations of concepts.” This Component falls under the Theme “Feedback,” which describes practices or strategies that teachers can use to incorporate feedback into a lesson. In addition, “Feedback” is one of 11 Themes in the Meta-Theme “Formative assessment as a process” – one of a total of three higher order Meta-Themes: (1) Formative assessment as a process; (2) Formative assessment as a tool; and (3) Formative assessment as a culture. However, some of the Components were classified under more than one Theme. One such example is the previously addressed Component #45. This Component falls under the Theme “Feedback” as well as the Theme “Adjustment.” Both of these Themes are a part of the Meta-Theme, “Formative assessment as a process.” So far, there are a total of 179 unique Components. The literature review process has been conducted for the full list of 242 Components as the same Component under a different Theme may convey different content and therefore require different classroom activities. Therefore, UFAC is subject to continuing revisions as a result of the ongoing Component literature reviews. For example, when the literature review was concluded for both Component #24 and Component #75, it was discovered that they would be better served as one single Component, rather than two separate ones. Component #24 stated that, “Teacher structures class so that peers provide reflective feedback on the quality of one another’s work in relation to established criteria, exemplars” and Component #75 stated, “Teacher allows students to use the idea of quality work to evaluate the work of others.” The review of the literature revealed that one Component cannot be clearly distinguished from the other, and therefore only the more inclusive Component #24 was retained and listed in the UFAC; Component #75 was deleted. Similar situations will be considered as the Component literature reviews are completed. This may result in a fewer number of final Components in the UFAC, although all of the Component concepts will still remain within its structure. UFAC Component Lists and Literature Reviews 1. Formative Assessment Culture |