As mentioned in the overview page of this site (Why assessment?), the term formative assessment refers not to any particular assessment approach but to the purpose of the assessment. Formative assessments are intended to provide information about student learning and the effectiveness of teaching during the course of study. Teachers typically use this information as they make subsequent instructional decisions, perhaps choosing to spend more time on a current topic or revisit an earlier one before moving on to new material. Any number of assessment approaches and instruments may be used for formative purposes, including tests and quizzes, projects, interviews, and presentations.
Ellis (2003) distinguishes between planned and incidental formative assessments. Planned formative assessments involve the use of formal assessment instruments and procedures, including tests and quizzes. While these are often prepared by classroom teachers rather than an external testing agency, they are administered like a standardized test (they are announced in advance, students work in isolation, time limits may be enforced). Rating scales are often used to evaluate the quality of student performance. Incidental formative assessments are embedded in the daily instructional activities of the classroom. Ellis (2003) explains that external incidental formative assessment involves teacher and student reflections of performance either during the activity or upon its completion. Internal incidental formative assessment occurs as teachers interact with students and offer feedback during the completion of tasks. Teachers may keep notes and records of these interactions to chart student progress.
Phillips (2004) offers a tiered approach to formative assessment in the context of an on-line course. The structure fosters student and instructor dialogue and awareness of content mastery. For each unit, there is a “check-in” and a “reflection/review” before an evaluative assessment. The check-in is early in the unit and constitutes a perfunctory response to a few questions. The reflection is a more elaborate formulation of learner understanding. Both inform the instructor that the learner has appropriately grasped key concepts and goals of the unit and allow for feedback before more deeply delving into material.
Torrance and Pryor (1998) offer the example of one-on-one meetings in which teachers review with students their performance on a recent assessment, contrasting student responses with correct answers and discussing the reasons behind errors and problems. Torrance and Pryor stress the need for these meetings to systematically help students overcome problems so they will be better prepared in the future.
Suggested Readings and References:
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