Melbourne , 7 - 9 August. Izard, J.
Best practice in assessment for learning. This paper looks at the requirements for using assessment for teaching and learning and addresses threats to the validity of assessments to evaluate progress. These threats include failure to use appropriate samples of tasks in assessments, use of uncalibrated tasks, and inappropriate scoring procedures and methods of interpreting data. Testing for Teaching: A longitudinal formative assessment project. This paper is a progress report on an on-going longitudinal, public-private project.
The project involves establishing a climate for change to a model of formative assessment practices in the school, assisting teachers to select appropriate instruments, publishing those instruments, collecting and publishing item response model [IRM] data for the instruments, applying them annually and facilitating follow-up teaching using the results.
Jones, C. Assessment for learning. London :Learning and Skills Development Agency. Teachers make professional judgments on learners' performance in every teaching and learning session undertaken, whether consciously or subconsciously.
Making formative assessment work: effective practice in the primary classroom
Using these professional judgments and translating them into feedback on the quality of individuals' work is the focus of the Assessment for Learning strategy. By concentrating on the learner and the quality of learning in individual classroom sessions, this publication supports practitioners striving for improved teacher-led assessment.
Judith A. Issues in Teacher Education. Leung, C.
Developing formative assessment: Knowledge, practice and change. Language assessment quarterly, 1 1 , Parry, J. Making formative assessment work. British Journal of Educational Technology, 36 2 , Peat, M. Has student learning been improved by the use of online and offline formative assessment opportunities? Australian Journal of Educational Technology, 19 1 , Revisiting the impact of formative assessment opportunities on student learning.
Australasian Journal of Educational Technology, 21 1 , Poehner , M. Dynamic assessment in the language classroom. Language Teaching Research, 9 3 , - The focus of this paper is on the implementation of Dynamic Assessment henceforth, DA in the L2 classroom setting. Pope, N. Priestley, M. Formative assessment for all: a whole-school approach to pedagogic change.
- Participation and the Quality of Environmental Decision Making (Environment & Policy).
- Enlightenment and Despair: A History of Social Theory!
- 10 Innovative Formative Assessment Examples for Teachers to Know.
Curriculum Journal, 16 4 , - Pryor, J. A sociocultural theorization of formative assessment. Making formative assessment work: effective practice in the primary classroom. Assessment in Education. Rea- Dickins , P. Language Testing ,17 2 , - Rolfe , I.
Formative Assessment Definition - The Glossary of Education Reform
Formative assessments: How am I doing? This paper describes the purpose, benefits, and practicalities of formative assessment; whilst the discussion is derived from our experience at the Newcastle University Medical School, Australia, the principles are by no means confined to problem-based curricula. Roos , B. This paper considers alternative assessment, feedback and cybernetics. It suggests that different conceptions of mind lie behind these tensions and, to mark the autonomy and integrity of formative assessment, it offers an alternative, univalent descriptor: 'constructivist assessment'.
Rushton , A. Formative assessment: a key to deep learning? Medical Teacher, 27 6. This paper evaluates the pedagogical implications of formative assessment to deep learning. A constructivist approach, emphasizing the principles of adult learning and placing emphasis on the student is advocated. Sadler, R. Formative assessment and the design of instructional systems. Instructional Science, 18 , - This paper identifies four successive phases in the study of written feedback to students' compositions.
The studies included in these phases are distinguished by views of writing instruction reflected in their theoretical frameworks. Formative assessment: Revisiting the territory. This refers to assessment that is specifically intended to provide feedback on performance to improve and accelerate learning. Sausner , R. District Administration, 41 8 , 31 - Discusses the popularity of the formative assessment of students in the U.
S with assessment model in the statistical analysis of standardized test results. Shepard, L. Linking Formative Assessment to Scaffolding.
- What Is Formative Assessment?.
- Assessing Even More Critical Skills;
- The Demography of Roman Egypt!
- Progress in Organic Chemistry: Volume 7;
- Innovative Formative Assessment: 10 Useful Approaches.
Educational Leadership, 63 3 , 70 - Stiggins, R. Putting Testing in Perspective: It's for Learning. Principal Leadership. Threlfall , J. The Formative use of Assessment Information in Planning! The Notion of Contingent Planning. British Journal of Educational Studies, 53 1 54 - This article is concerned with the relationship between assessment information and teacher planning, the reasons behind the shift will be examined.! Van den Berg, E. Teaching, learning, and quick feedback methods. Australian Science Teachers Journal, 49 2 , Wininger , S.
Educational Assessment 10 1 , 19 - The purpose of this article is to define formative assessment, outline what is known about the prevalence of formative assessment implementation in the classroom, establish the importance of formative assessment with regards to student motivation and achievement, and present the results of a content analysis of current educational psychology textbooks. Yorke, M. Formative assessment and its relevance to retention. Higher Education Research and Development, 20 2 , Tertiary Education and Management. Assessment Reform Group. Testing, motivation and learning.
Its focus is summative assessment and the role that assessment by teachers can take in it. ASF Working Paper 2: Summative assessment by teachers: evidence from research and its implications This paper summarises the research evidence revealed by the latest in a series of reviews of research that have explored what can be learned from research studies of the uses of assessment in education.
Biggs, J. Assessment and classroom learning: A role for summative assessment? Assessment in Education, 5 1 , The article looks at the contribution assessment which makes towards better learning and attempts a synthesis between theoretical and practical issues. Bondemark, L. A self-directed summative examination in problem-based learning in dentistry: a new approach. Medical Teacher, 26 1 , This paper describes and evaluates a new method of assessment in PBL, which was developed with two cohorts of dental students.
Harlen, W. Teachers' beliefs about lesson planning, assessment and evaluation influence their actions and decisions in the classroom. While context and experience strongly influence practice, it's difficult to bring about change in practice; often new pedagogic ideas are confined into the realms of previous ideas.
Schools need to reflect on how their multiple uses of assessment affect the motivation and the self-esteem of their learners. The emphasis needs to be placed on helping all pupils develop and sustain a capacity to learn that not only lasts through the years of compulsory schooling but benefits them throughout their lives.