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ERIC Number: ED496236
Record Type: Non-Journal
Publication Date: 2007-Apr-11
Pages: 39
Abstractor: Author
Stocks and Prospects: Research on Formative Assessment in Secondary Classrooms
Tierney, Robin D.; Charland, Julie
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, Apr 2007)
Formative assessment, or assessment for learning, has been championed by assessment specialists and increasingly endorsed by professional organizations. Although it may be particularly beneficial for secondary students, the implementation of formative assessment at the secondary level has met with some resistance. To take stock of the research that has been done in this area, and to consider prospects for further inquiry, a methodical review of recent research was undertaken. Following a systematic selection procedure with clearly specified inclusion criteria, 30 articles, which were published between 2000 and 2005 in refereed journals, were retained for review. A data collection form was used to gather information about the context and methodology of each study. A model of formative assessment that was synthesized from existing research was used as a framework for deductive analysis, and each text was also read inductively, with patterns emerging across the texts. Results show that the research reviewed varies considerably in scope, focus and method, but the international nature of the work is noted, along with a strong interest in Science and a reliance on qualitative methods. Formative assessment is seen as a complex activity, with considerable focus on student involvement in assessment, feedback to students, and explicit learning goals or assessment criteria. Although practical challenges are often raised, the pedagogical potential of formative assessment is reflected in this body of work. Priorities for further inquiry that are manifest in these studies commonly relate to three areas: the educational context of the research, the effectiveness or relative merit of assessment methods, and students' internal processes in formative assessment. In addition, the quiet zones in this analysis suggest several promising avenues, such as a stronger use of student voices, deeper inquiry into the human dynamics that play into formative assessment, and greater consideration of the feasibility issues that teachers face in using formative assessment in secondary classrooms. Appended are: (1) Data Collection Forms (1 of 2) ; (2) Data Collection Forms (2 of 2); and (3) Context of Studies for Selected Articles. (Contains 1 figure.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A