Using Formative Assessment to Inform Teaching Practice and Improve Student Achievement: A Review of Literature and a Call for Collaboration (original) (raw)
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Changing teaching through formative assessment: A Review
Bangladesh Medical Journal, 2016
The existence of a plethora of empirical evidence documenting the improvement of educational outcomes through the use of formative assessment is conventional wisdom within education. In reality, a limited body of scientifically based empirical evidence exists to support that formative assessment directly contributes to positive educational outcomes. The use of formative assessments, or other diagnostic efforts within classrooms, provides information that should help facilitate improved pedagogical practices and instructional outcomes. However, a review of the formative assessment literature revealed that there is no agreed upon lexicon with regard to formative assessment and suspect methodological approaches in the efforts to demonstrate positive effects that could be attributed to formative assessments. Thus, the purpose of this article was two-fold. First, the authors set out to clarify the terminology related to formative assessment and its usage. Finally, the article provides a ...
Formative Assessment Literature Review
Dr Rashid Nasser Al Maamari, 2014
This paper highlights the current differences among assessment experts in the way they perceive and define formative assessment. It stresses the need for an operational definition for formative assessment as a basis for any research study that investigates the impact of formative assessment on students’ learning and teachers’ instruction. It also summarizes the concerns that some experts have about the use of summative assessment and their argument for the use of formative assessment instead. The paper provides examples on some of the prominent formative assessment tasks in the literature along with purposes and characteristics of formative assessment. Issues and concerns about the validity and reliability of formative assessment are discussed and some of the arguments and counter-arguments of some of the assessment experts are highlighted. The paper also provided some recommendations as to how formative assessment should be implemented best. Finally, some literature on the impact of formative assessment on students’ learning achievement and teachers’ instruction is discussed.
2005
e existence of a plethora of empirical evidence documenting the improvement of educational outcomes through the use of formative assessment is conventional wisdom within education. In reality, a limited body of scienti cally based empirical evidence exists to support that formative assessment directly contributes to positive educational outcomes. e use of formative assessments, or other diagnostic e orts within classrooms, provides information that should help facilitate improved pedagogical practices and instructional outcomes. However, a review of the formative assessment literature revealed that there is no agreed upon lexicon with regard to formative assessment and suspect methodological approaches in the e orts to demonstrate positive e ects that could be attributed to formative assessments. us, the purpose of this article was twofold. First, the authors set out to clarify the terminology related to formative assessment and its usage. Finally, the article provides a critical analysis of the seminal literature on formative assessment.
The Nature and Value of Formative Assessment for Learning
The this paper has two foci. The first is to present an account of how we developed formative assessment practices with a group of 36 teachers. This is then complemented by a reflection on the productive and positive experience of these teachers, in the light of learning principles, of changes in the roles of teachers and pupils in the task of learning, and of effects on the self-esteem and motivation of pupils. Attention then shifts to the second focus, which is on the ways in which these teachers struggled with the interface between formative assessment and summative testing. The conclusion is that the potential of enhanced classroom assessment to raise standards may never be fully realised unless the regimes of assessment for the purposes of accountability and certification of pupils are reformed.
The Many Faces of Formative Assessment
2011
In this research paper we consider formative assessment (FA) and discuss ways in which it has been implemented in four different university courses. We illustrate the different aspects of FA by deconstructing it and then demonstrating effectiveness in improving both teaching and student achievement. It appears that specifically “what is done” was less important since there were positive achievement gains in each study.
Formative Assessment: A Critical Component in the Teaching-Learning Process
ICME-13 Monographs, 2018
This introductory paper to the volume contrasts formative assessment with summative assessment and describes the importance of formative assessment to classroom instruction. In particular, it argues that a task is formative to the extent that data from the task are used to enhance and inform further instruction rather than simply to provide an evaluation of a student or of instruction. The use of design research as a mechanism to develop sound classroom assessment is outlined because a design science framework provides a means to tie together varied exemplars of innovations in assessment. A cycle of task implementation and revision can lead to improved assessment practices.
International Journal of Evaluation and Research in Education, 2024
Formative assessment is an assessment that is conducted throughout the teaching and learning process. Therefore, teachers should play an important role in mastering the appropriate approaches to practicing formative assessment. According to previous studies, some teachers are unable to comprehend the roles of formative assessment practices in teaching and learning, which prevents them from using them effectively in the classroom. Many researchers have conducted research related to the practice of formative assessment in schools due to this issue. Therefore, this article aims to conduct a systematic literature review (SLR) on past studies related to the practice of formative assessment in teaching and learning in secondary schools. This SLR writing process has been referred to as the Preferred Reporting Items for systematic review and meta-analysis (PRISMA) writing standard. To find related articles and resources in this systematic literature review, two main databases, namely Web of Science and Scopus, were used. A total of 19 articles were extracted from 366 from 2017 to 2021, with exceptions and inclusion criteria considered. Based on the theme analysis, this SLR has three main themes: assessment diversity; assessment strategies, and student learning development. Thus, this study suggests that all compulsory levels of education understand formative assessment conceptually and its implementation comprehensively. This can be disseminated through teacher professional development training programs. It is hoped that such programs will develop teachers who are committed to integrating the concept and practice of assessment for the benefit of students in twenty-first century education.
Features of Classroom Formative Assessment
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
Formative Assessment: revisiting the territory
Assessment in Education: Principles, Policy & Practice, 1998
In response to Black and Wiliam's review article concerning formative assessment, Sadler comments on several themes that recur throughout their paper including the essential and necessary role of the teacher as a mediator and the ecological validity of assessment.