ERIC Number: ED529586
Record Type: Non-Journal
Publication Date: 2011-Apr-8
Abstractor: As Provided
Reference Count: 95
Integrating Formative and Summative Assessment: Progress toward a Seamless System? OECD Education Working Papers, No. 58
Looney, Janet W.
OECD Publishing (NJ1)
A long-held ambition for many educators and assessment experts has been to integrate summative and formative assessments so that data from external assessments used for system monitoring may also be used to shape teaching and learning in classrooms. In turn, classroom-based assessments may provide valuable data for decision makers at school and system levels. Currently there are important technical barriers to this kind of seamless integration. Nevertheless there are a number of promising developments in the field. Ongoing research and development aims at improving testing and measurement technologies, as well strengthening classroom-based formative assessment practices. Improved integration of formative and summative assessment will require investments in new testing technologies, teacher training and professional development, and further research and development.
Descriptors: Research and Development, Formative Evaluation, Testing, Summative Evaluation, Barriers, Alignment (Education), Management Information Systems, Integrated Activities, Educational Practices, Classroom Techniques, Technology Integration, Educational Technology, Evaluation Research, Evaluation Methods, Evaluation Problems, Educational Improvement, Educational Policy, Accountability, Academic Standards, Group Testing, Student Evaluation, Change Strategies, Educational Change, Evaluation Utilization
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Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: Organisation for Economic Cooperation and Development