Formative assessment
From Wikipedia, the free encyclopedia
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).
[edit] See also
- [[Assessment]
- Summative Assessment
[edit] References
- ^ Crooks, T. (2001), The Validity of Formative Assessments, Paper presented to the British Educational Research Association Annual Conference, University of Leeds, 13-15 September
- ^ Cowie, B., & Bell, B. (1999), A model of formative assessment in science education, Assessment in Education, 6: 101-116
- ^ Black, P., & Wiliam, D. (1998), Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2): 139-149
- ^ 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
[edit] 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.
