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ERIC Number: ED567511
Record Type: Non-Journal
Publication Date: 2016
Pages: 9
Abstractor: ERIC
Reference Count: 19
ISBN: N/A
ISSN: N/A
Valuing a More Rigorous Review of Formative Assessment's Effectiveness
Apthorp, Helen; Klute, Mary; Petrites, Tony; Harlacher, Jason; Real, Marianne
Society for Research on Educational Effectiveness
Prior reviews of evidence for the impact of formative assessment on student achievement suggest widely different estimates of formative assessment's effectiveness, ranging from 0.40 and 0.70 standard deviations in one review. The purpose of this study is to describe variability in the effectiveness of formative assessment for promoting student achievement by refining, updating and applying Black and Wiliam's (1998a) original typology of formative assessment interventions and including only those studies that meet rigorous evidence standards for supporting causal inferences. The systematic evidence review focuses on the effectiveness of formative assessment for improving the academic achievement of students in grades 1-6, including both regular education students and students with learning disabilities, emotional disturbance, and/or intellectual disabilities. Although findings from the study are currently under review, the process of preparing for and responding to reviews of the report posed several challenges and opportunities to consider possible solutions regarding communicating the value of a more precise estimate of formative assessment's effectiveness to practitioners and policy-makers. In conclusion, the formative assessment evidence review provides an opportunity to examine evidence that ordinarily is interpreted as strongly supporting the view that formative assessment is effective for improving student achievement. By extending conceptual frameworks for categorizing types of formative assessments presented in prior reviews and adopting rigorous standards to assess whether studies support causal inferences, this evidence review allows practitioners and researchers to examine relationships between effectiveness and both malleable and non-malleable factors. Figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research; Information Analyses
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)