The Concept of Formative Assessment

While many educators are highly focused on state tests, it is important to consider that over the course of a year, teachers can build in many opportunities to assess how students are learning and then use this information to make beneficial changes in instruction. This diagnostic use of assessment to provide feedback to teachers and students over the course of instruction is called formative assessment. It stands in contrast to summative assessment, which generally takes place after a period of instruction and requires making a judgment about the learning that has occurred (e.g., by grading or scoring a test or paper). This article addresses the benefits of formative assessment and provides examples and resources to support its implementation. Accessed 474,894 times on https://pareonline.net from August 06, 2002 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Formative e-assessment: Practitioner cases

This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 – January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly et al (forthcoming). This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper1

PENGARUHFORMATIVE ASSESSMENT DENGAN UMPAN BALIK TERHADAP PENINGKATAN SELF ESTEEM, SELF CONCEPT DAN HASIL BELAJAR SISWA DALAMPEMBELAJARAN PENDIDIKAN JASMANI

Tujuan dalam penelitian ini adalah untuk mengetahui pengaruh formatifassessment dengan umpan balik dan tanpa umpan balik terhadap peningkatan self esteem, self concept dan hasil belajar siswa dalam Pembelajaran Pendidikan Jasmani. Selain itu juga melihat perbedaan pengaruh antara keduanya.Sampel yang digunakan adalah siswa dan siswi kelas VIII B dan VIII E yang masing-masing kelas berjumlah 25 orang siswa. Metode penelitian yang digunakan adalah Quasi experimentalmetod dengan menggunakan Counterbalanced Design. Instrumen yang digunakan dalam penelitian ini adalah angket Self-esteem Stanley Coopersmith (1967)dan angket Self Concept clarity scale from Campbell(1996). Pengolahan data menggunakan uji statistika non parametrik melalui uji Friedman dan Man Withney.Berdasarkan analisis dan pengolahan data diperoleh hasil sig 0,05 pada formativeassessment tanpa umpan balik. Untuk perbandingan pengaruh antara formativeassessment dengan umpan balik dan tanpa umpan balik diperoleh nilai sig 0.05 in formative assessment without feedback. For a comparison between the effect of formative assessment with feedback and without feedback obtained sig <0.05.Conclusions from the study showed a significant difference formative assessment with feedback on self-esteem, self-concept and the learning outcomes of student in Physical Education.There was no significant influence formative assessment without feedback on self-esteem, self-concept and the results of student learning in Physical Education.There are differences in the influence on students who use formative assessment with feedback and formative assessment without feedback on self-concept and the results of student learning in Physical Education

Struggling and juggling: a comparison of assessment loads in research and teaching-intensive universities

In spite of the rising tide of metrics in UK higher education, there has been scant attention paid to assessment loads, when evidence demonstrates that heavy demands lead to surface learning. Our study seeks to redress the situation by defining assessment loads and comparing them across research-and teaching intensive universities. We clarify the concept of ‘assessment load’ in response to findings about high volumes of summative assessment on modular degrees. We define assessment load across whole undergraduate degrees, according to four measures: the volume of summative assessment; volume of formative assessment; proportion of examinations to coursework; number of different varieties of assessment. All four factors contribute to the weight of an assessment load, and influence students’ approaches to learning. Our research compares programme assessment data from 73 programmes in 14 UK universities, across two institutional categories. Research-intensives have higher summative assessment loads and a greater proportion of examinations; teaching-intensives have higher varieties of assessment. Formative assessment does not differ significantly across both university groups. These findings pose particular challenges for students in different parts of the sector. Our study questions the wisdom that ‘more’ is always better, proposing that lighter assessment loads may make room for ‘slow’ and deep learning

Formative and Summative Assessment in Educational Enterprise

There exist relatively little emphasis on assessment in the preparation and professional development of teachers. In light of this and current demands for comprehensive evaluation amidst contemporary theories of learning and motivation, this article attempts to establish the rationale for the use of formative and summative assessment in educational enterprise. The paper delved into the concept and typology of assessment, validity, reliability and manageability of assessment, purposes and uses of assessment and the relationship between formative and summative assessment. The paper concludes that both formative and summative assessments are necessary tools in every educational system because through them administrative decisions such as ability streaming, selection and certification are taken. Keywords: formative assessment, summative assessment, appraisal, evaluatio

Formative assessment : assessment for learning

Comprend des références bibliographiquesAlthough formative assessment is a familiar concept to all teachers, it is implemented in different ways according to how it is conceptualized and characterized. For example, some teachers consider it a pre-test or a replication of the summative evaluation that consequently weighs down their workload with additional correction time outside of the classroom. Other teachers believe that students will not partake in formative assessment if “it doesn’t count”. As for developing stimulating and effective formative assessment activities, many teachers feel helpless when faced with the required preparatory demands

Peer feedback among international PhD students

This presentation of my project mirrors my own development in thinking about feedback and formative assessment. In the first part, Problem statement and intervention design, I discuss peer feedback without defining precisely what I mean by this concept. That is done deliberately as I was not myself very precise in my thinking about feedback at the time of designing the project. In later sections I develop my thinking about feedback, to the broader concept of formative assessment

Architecture of mobile formative assessment system (m-FAS) for enhancing students learning

The m-FAS is a methodology of embedding automatic feedback concept of automatic control system theory into the pedagogical process for enhancing learning process by quick delivery of formative assessment for large number of students. Feedback is the core concept of system theory, it has enormous benefits in engineering design, it is inherited practice in natural systems, and it has been shown in the pedagogical research that feedback proved positive impact on students learning. Formative assessment is one practice of feedback, pedagogical research has recently emphasized on its role and the importance of delivery it quickly to the students, however this becomes real challenge when targeting large numbers classes. The time delay in Formative Assessment (FA) delivery can be greatly reduced utilizing short SMS messages sent to the students mobile numbers during the learning process and by developing an automated mechanism of implementing (FA)messages for large number of students. In this papers, we propose systematic architecture of general framework that can be used for generating formative assessment data and delivering it by SMS messages

An Analysis of Formative Assessment in Teaching English Used by Teacher

The research is aimed at analyzing about the process of implementing classroom assessment and conducting formative assessment in English as Foreign Language (EFL) at Islamic Junior High School. The approach of this study used a qualitative research. One of the qualitative research designs applied in this study was case study design. The data were collected through interviews, observations, and documentation to an English teacher, as well as some observed students. Methodological triangulations were used to validate the data collected, which was then analyzed qualitatively and reported descriptively. The findings revealed that there are three points related to this research;&nbsp; the teacher has already&nbsp; understand about the concept of formative assessment, the teacher has already conducted the formative assessment in EFL classroom, and the challenges faced by teacher while conducting the formative assessment in EFL classroom . The challenges were the teacher' incapacity to design activities for the classroom and evaluation standards for including formative assessment, the enormous number of students in each class makes it impossible to provide quick feedback to them or incorporate comments into group activities, and&nbsp; given the constrained amount of class time, formative assessment is time-consuming and cannot be used. especially in light of a centralized educational system that prioritizes summative rather than formative assessmen

Post-Learning Cycle, a Web-Based Formative Assessment Model on Physics Learning Temperature and Heat Matter

Web-based formative assessment model in the current study divided into three cycles of a pre-learning cycle, learning cycle, and post-learning cycle. Previous research in the pre-learning stage, web-based formative assessment models can provide feedback quickly and can improve students' understanding of concepts. The current study develops the post-learning cycle, a web-based formative assessment model in physics specifically for heat and temperature materials in vocational school students grade X. The present study is used in the research and development method. Post-learning cycle, a web-based formative assessment model developed with six stages: 1) the collection of information and drafting, 2) planning, 3) establish initial product, 4) validate the initial product, 5) revisions, and 6) trial in the field. As a result, the post-learning cycle, a Web-Based formative assessment model is divided into three stages: diagnostic test, recording, and feedback. Based on trial results, it was found that the post-learning cycle, a web-based formative assessment model can help teachers and students to get quick feedback. Rapid feedback can help students to gain an understanding of the concept quickly and can help teachers to find students so that problems can be solved promptly. This formative assessment model can be used as a tool for assessment and evaluation of the achievement of student learning outcomes. In the future, a post-learning cycle, a Web-Based formative assessment model, can be used for learning other than physics