The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review

Lee, Hansol; Chung, Huy Q.; Abedi, Jamal; Warschauer, Mark

doi:10.1080/08957347.2020.1732383

Cited by 87 publications

(72 citation statements)

References 57 publications

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“…Several meta-analysis research studies have been conducted to investigate the efficiency of formative assessment strategies. The results of these studies indicate that effect sizes vary with a considerable range (Black & William, 1998;Fuchs & Fuchs, 1986;Graham et al, 2015;King & Nash, 2011;Lee et al, 2020). The magnitude of the effect sizes of differences could come from a variety of the meta-analysis studies that focused on formative assessment types, feedback procedures, and learning subjects.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study

Karaman

2021

International Journal of Assessment Tools in Education

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The main purpose of this meta-analysis study is to investigate how formative assessment practices promote student learning in Turkey. 32 studies with 47 effect sizes that met the specified criteria such as using true experimental or quasi-experimental design and measuring learning outcomes were included as the final analysis in the meta-analytical review method. The overall mean effect size of the study was obtained as .72 (SE= .07, p< .05). Further investigation through subgroup analysis showed that the effect sizes made a significant difference on different types of formative feedback. The effect of features of formative assessment interventions on student learning indicated that student initiated formative feedback (d=1.16) and mixed feedback (d=.83) had a large effect, which was followed by a medium effect of adult initiated formative feedback (d=.69) and a small effect of computer initiated formative feedback (d =.42). On the other hand, education level and publication type had no effect on student academic performance in the study. These findings support the positive effect of formative assessment practices on student learning. Such a result suggests that increasing the number of different types of formative assessment practices in the classrooms would promise a considerable contribution to student learning.

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Section: Introductionmentioning

confidence: 99%

The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study

Karaman

2021

International Journal of Assessment Tools in Education

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“…Unlike them, we believe that even in our times when "The meaning of learning is active construc-tion of knowledge and skills on the basis of existing knowledge" (Dochy, 2001, p. 15), there is still a place for teaching and evaluation that are initiated and directed by the teacher. There are various types of learning, and the role of evaluation is to gather information in flexible different methods according to the type of learning that is evaluated (Buelin et al, 2019;Greer & Mark, 2016;del Pozo Garcia, 2020;DeLuca et al, 2020;Lee et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Evaluation methods should change in accordance with the changes in the ways of teaching. This is so especially when high level learning tasks need to be evaluated (Greer & Mark, 2016;Mayer, 2001;Lee et al, 2020). The appropriate evaluating methods for these kinds to learning are alternative ways of evaluation, mainly authentic ones in which the pupil is performing learning tasks that are connected to real life situations in ways of problem solving.…”

Section: Discussionmentioning

confidence: 99%

“…2. As learning types are multi-faceted and divergent, conducted in varied situations, and unique for each student, so must assessment be varied in alternative methods, to meet various learners, learning situations, and various learner's authentic goals (Marzano, 2000;Buelin et al, 2019;Lee et al, 2020). 3.…”

Section: Discussionmentioning

confidence: 99%

“…Second level-an empowering interpretive approach (Blase & Anderson, 1995;Fetterman, Kaftarian & Wandersman, 1996), which aims to develop self-directed learning in ways of independent and cooperative study and research, and suitable alternative methods of evaluation. It offers ways of performance-or authentic-assessment (Darling-Hammond, Ancess & Falk, 1995;Hambleton, 1996), and encourages ways of self-and mutual-assessment (Asp, 2000;Earl & Le-Mahieu, 1997;Lee et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

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A Proposal for Evaluation in Schools: Multifaceted Evaluation for the Facilitation of Learning and Instruction

Glaubman¹,

Glaubman²

2021

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Evaluation should correspond with the method of teaching. However, in practice, state authorities almost solely drive towards an achievements' evaluation. We disapprove of the current state of evaluation policy and promote the use of alternative assessment methods. Thus, we suggest: (1) Assessment should be designed to suit a continuous sequence of teaching-learning-and evaluation, where assessment plays the role of feedback; (2) Assessment must be varied in alternative methods, to correspond with divergent teaching objectives and meet various learners and learning situations; (3) For learning to occur, students should be active in all domains, learning as well as evaluation. They should be involved in active learning, students' mutual teaching, and self-evaluation. In the present work, we propose a model of alternative methods in classroom assessment. The model presents three levels: Level 1-A traditional normative approach of direct teaching and directive assessment, aimed at socialization and acquiring common knowledge and basic skills. Assessment of these pre-set goals requires at a lower stage objective summative testing, and at a more advanced stage-formative or value-added assessment. Level 2-An interpretive empowering approach, which aims at developing learner's self-directed-learning through independent and cooperative study. Evaluation is conducted in alternative ways, including teacher's facilitative feedback, and pupil's self-and mutual-assessment. Level 3-A personal approach, which seeks to develop inner self-growth powers of learning and to accommodate each person's unique aims and interests. At this level, self-evaluation of one's own goals is encouraged, to facilitate growth and foster autonomy.

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A learning theory‐based exploratory analysis of teacher professional development interventions for formative assessment

de Vries,

Visscher,

Schildkamp

2024

Review of Education

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There is substantial evidence in cognitive psychology for the effectiveness of learning theory‐based principles, such as activating prior knowledge or retrieval practice, for learning. In this exploratory study, we analysed to what degree such learning theory‐based principles are applied in teacher professional development (TPD) interventions for formative assessment and how, and whether differences in the use of these principles between TPD interventions explain differences in the effectiveness of such interventions. We found that the impact of TPD interventions for formative assessment on student achievement was evaluated rigorously in very few studies, with only five in our sample. Our results also showed that most learning theory‐based principles were applied only to a very limited degree, and not deliberately. Both findings imply that no patterns relating the application of learning theory‐based principles and intervention effectiveness were discernible. However, given the general evidence for the principles, there is probably much to gain by applying the learning theory‐based principles when developing TPD interventions for formative assessment. Context and implicationsRationale for this studyStudies in cognitive psychology have resulted in clear principles to promote learning. It is unknown whether these have been used to improve teacher professional development (for formative assessment).Why the new findings matterThe limited use of learning theory‐based principles in TPD development is remarkable, as there is strong evidence that these principles are effective.Implications for researchersOnly 5 of 44 evaluated studies adhered to high standards for randomised controlled trials set by Cheung and Slavin (2016) and What Works Clearinghouse (2020), meaning that we ultimately have very little reliable data on the effectiveness of TPD interventions for formative assessment. If we want to know what influences improvement in teacher skills when conducting TPD interventions, then better interventions and evaluations are needed.The learning theory‐based principles themselves are the result of thorough research, and it is therefore worthwhile to further investigate how the learning theory‐based principles can be used to improve TPD interventions for formative assessment.

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The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review

Cited by 87 publications

References 57 publications

The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study

The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study

A Proposal for Evaluation in Schools: Multifaceted Evaluation for the Facilitation of Learning and Instruction

A learning theory‐based exploratory analysis of teacher professional development interventions for formative assessment

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