formative assessment

Formative assessment is a self-reflective process that intends to promote student attainment ^[1]. Cowie and Bell ^[2] define it as the bidirectional process between teacher and student to enhance, recognise and respond to the learning. Black and Wiliam ^[3] consider an assessment ‘formative’ when the feedback from learning activities is actually used to adapt the teaching to meet the learner's needs. Nicol and Macfarlane-Dick^[4] have re-interpreting research on formative assessment and feedback and shown how these processes can help students take control of their own learning (self-regulated learning).

See also

• Assessment
• Summative Assessment

References

1. ^ Crooks, T. (2001), The Validity of Formative Assessments, Paper presented to the British Educational Research Association Annual Conference, University of Leeds, 13-15 September
2. ^ Cowie, B., & Bell, B. (1999), A model of formative assessment in science education, Assessment in Education, 6: 101-116
3. ^ Black, P., & Wiliam, D. (1998), Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2): 139-149
4. ^ Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, Vol 31(2), pp.199-218

External links

• The Concept of Formative Assessment. ERIC Digest.
• New Teacher Center's Formative Assessment System.
• The EvaluationWiki - The mission of EvaluationWiki is to make freely available a compendium of up-to-date information and resources to everyone involved in the science and practice of evaluation. The EvaluationWiki is presented by the non-profit Evaluation Resource Institute.

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