Developing the theory of formative assessment

Abstract

Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

“…self-regulate their learning (Black & Wiliam, 2009;Clark, 2012). In particular, the beneficial impact of Assessment for Learning (AfL) on a range of aspects of student learning has been an inspiration for many researchers (e.g., ARG, 2002;Black & Wiliam, 1998a;.…”

“…Although numerous scholars (e.g., Birenbaum, Kimron, Shilton, & Shahaf-Barzilay, 2009;Black & Wiliam, 2009;Clark, 2012;Nicol & Macfarlane-Dick, 2006) argue that AfL promotes student learning, empirical evidence is not undisputed (Bennett, 2011;Kingston & Nash, 2011). While Black and Wiliam (1998a) put forward evidence for the effect of AfL practices that seems convincing; several scholars (e.g., Bennett, 2011;Dunn & Mulvenon, 2009;Kingston & Nash, 2011) have highlighted that many studies on which these efficacy claims are based are flawed and therefore difficult to interpret.…”

Portefólio Reflexivo De Matemática Enquanto Instrumento De Autorregulação Das Aprendizagens De Alunos Do Ensino Secundário

“…O feedback escrito enquanto mediador da aprendizagem (Vygotsky, 1987), abrindo lugar ao estabelecimento de ZDP's, foi adaptado às necessidades individuais e particularidades de cada um dos alunos, como suporte da sua atividade cognitiva e metacognitiva, e no sentido de os guiar e permitir progressos em direção ao nível da aprendizagem autorregulada e da obtenção de aprendizagens com significado (Black & Wiliam, 2009;Fernandes, 2008;Santos, 2008). As diferentes formas de feedback foram dadas no sentido de: a) ajudar os alunos na realização/implementação dos processos, levando-os a refletir melhor sobre o significado de algumas expressões usadas pelos próprios; b) favorecer o surgimento de mal entendimentos produtivos, através dos próprios raciocínios do aluno ou dos resultados a que ele chegou, por exemplo, com o confronto e/ou interpretação desses resultados obtidos (apoio ao processo de interiorização ou de raciocínio); c) para os ajudar a encontrar estratégias adequadas (apoio à seleção de uma estratégia) ou de forma a dar continuidade a passos já conquistados; d) validar os resultados, parciais ou finais, obtidos pelo aluno, ou de raciocínios (apoio aos processos de orientação e de organização); e e) aperfeiçoar e corrigir a escrita, não só matemática, mas também da língua portuguesa, o que se revelou importante na restruturação do pensamento matemático e na compreensão dos problemas e dos respetivos resultados parciais ou finais (apoio aos processos de tradução, de interiorização, de raciocínio).…”

Use of Personal Response Systems in Higher Education – A Case Study

“…We claim that in order to achieve meaningful contribution to learning it is important to adapt the use of the PRS, and especially the design of the questions, to the special characteristics and educational goals of the course. Black and Wiliam (2009), in their comprehensive paper titled "Developing the theory of formative assessment", stress the role of the instructors to engineer into the learning environment the essence of the discipline so that the students can eventually operate as effective learners in the discipline. We demonstrated this approach through the implementation of PRS use in two very different courses.…”

“…We adapt the view that there is more leverage to improve teaching through changing aspects of assessment than there is in changing anything else (Gibbs & Simpson, 2004). Black and Wiliam (2009), in a paper titled "Developing the theory of formative assessment" use the term "formative interactions" that seems to better capture the context of our study. For the long term, formative assessment processes can help students take control of their own learning and support them in becoming self-regulated learners (Nicol & Macfarlane-Dick, 2006).…”