Linganisha mbinu
Pitia mbinu ulizochagua bega kwa bega; safu zinazotofautiana zinaangaziwa.
| Formative Assessment× | Curriculum-Based Measurement× | |
|---|---|---|
| Nyanja | Education | Education |
| Familia | Process / pipeline | Process / pipeline |
| Mwaka wa asili≠ | 1998 | 1985 |
| Mwanzilishi≠ | Scriven (term); Bloom; Black & Wiliam (modern synthesis) | Stanley Deno and colleagues (University of Minnesota) |
| Aina≠ | Instructional process using evidence of learning to adapt teaching and feedback | Standardized, repeated brief measures for monitoring academic progress |
| Chanzo asilia≠ | Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. DOI ↗ | Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219–232. DOI ↗ |
| Majina mbadala | Assessment for Learning, Classroom Formative Assessment, Feedback-Based Assessment, Embedded Formative Assessment | CBM, Curriculum-Based Progress Monitoring, General Outcome Measurement, CBM Probes |
| Zinazohusiana | 4 | 4 |
| Muhtasari≠ | Formative assessment, or assessment for learning, is the practice of gathering evidence of student understanding during instruction and using it immediately to adjust teaching and to give feedback that moves learning forward. Unlike summative assessment, which measures learning after the fact for grading or accountability, formative assessment is woven into the teaching cycle. Synthesized influentially by Black and Wiliam, it is defined not by the type of instrument but by whether the resulting evidence actually changes subsequent instruction and learning. | Curriculum-based measurement (CBM) is a standardized system of brief, repeated assessments used to monitor a student's academic progress over time. Developed by Stanley Deno and colleagues at the University of Minnesota, CBM uses short, technically adequate probes — such as one-minute oral reading fluency or math computation samples — sampled from the year's curriculum at a fixed difficulty. Scores are charted week by week, and the slope of improvement is compared against a goal line to judge whether instruction is working and to trigger timely changes. |
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