The Concept of Formative Assessment
DOI
https://doi.org/10.7275/kmcq-dj31
Abstract
While many educators are highly focused on state tests, it is important to consider that over the course of a year, teachers can build in many opportunities to assess how students are learning and then use this information to make beneficial changes in instruction. This diagnostic use of assessment to provide feedback to teachers and students over the course of instruction is called formative assessment. It stands in contrast to summative assessment, which generally takes place after a period of instruction and requires making a judgment about the learning that has occurred (e.g., by grading or scoring a test or paper). This article addresses the benefits of formative assessment and provides examples and resources to support its implementation. Accessed 474,894 times on https://pareonline.net from August 06, 2002 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Boston, Carol
(2019)
"The Concept of Formative Assessment,"
Practical Assessment, Research, and Evaluation: Vol. 8, Article 9.
DOI: https://doi.org/10.7275/kmcq-dj31
Available at:
https://scholarworks.umass.edu/pare/vol8/iss1/9