The classrooms that employ formative assessment in the best possible ways are those in which both teacher and student learn from continual, conscientious, quality feedback.” (Tokuhama-Espinosa, 2015 – p141)
The principles of formative assessment are well established – the descriptive feedback it provides shows the student what is successful in a piece of work, and why it is successful. By also highlighting areas for improvement, it allows for re-learning and the planning of next steps.
Formative assessment, therefore, makes for a winning formula whereby independent learning skills are honed (Wollenschläger et al, 2016), teaching can be adjusted appropriately and performance is improved.
These benefits have been loudly proclaimed. Perhaps most notably by Professor John Hattie who, in his ground-breaking 2009 study, Visible Learning, demonstrated that formative assessment was the third highest ranking influence on student achievement (Hattie, 2009). (Prof Hattie’s top influences and effect sizes related to student achievement can be seen here: http://bit.ly/2vu3x2O.)
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here