NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ912798
Record Type: Journal
Publication Date: 2011-Feb
Pages: 21
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0969-594X
Formative Assessment: A Critical Review
Bennett, Randy Elliot
Assessment in Education: Principles, Policy & Practice, v18 n1 p5-25 Feb 2011
This paper covers six interrelated issues in formative assessment (aka, "assessment for learning"). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under-representation of measurement principles in that conceptualisation, the teacher-support demands formative assessment entails, and the impact of the larger educational system. The paper concludes that the term, "formative assessment", does not yet represent a well-defined set of artefacts or practices. Although research suggests that the general practices associated with formative assessment can facilitate learning, existing definitions admit such a wide variety of implementations that effects should be expected to vary widely from one implementation and student population to the next. In addition, the magnitude of commonly made quantitative claims for effectiveness is suspect, deriving from untraceable, flawed, dated, or unpublished sources. To realise maximum benefit from formative assessment, new development should focus on conceptualising well-specified approaches built around process and methodology rooted within specific content domains. Those conceptualisations should incorporate fundamental measurement principles that encourage teachers and students to recognise the inferential nature of assessment. The conceptualisations should also allow for the substantial time and professional support needed if the vast majority of teachers are to become proficient users of formative assessment. Finally, for greatest benefit, formative approaches should be conceptualised as part of a comprehensive system in which all components work together to facilitate learning. (Contains 11 notes, 1 table, and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States