Formative Assessment Practices Uncovered: What We Know and Need to Learn

• In Event: New Views on Formative Assessments

Abstract

A growing body of literature purports a significant impact on student learning when teachers and students use assessment formatively to shape learning activity. However, considerable gaps exist within the field, including the lack of a conceptual framework which articulates clearly the construct of formative assessment practices and associated, relevant attributes of the classroom environment. This paper will present the results of a comprehensive literature review related to the five practices widely identified as integral to formative assessment: clarifying learning with students, formative feedback, student self-assessment, peer-assessment, and using questioning for learning. The results provide a record of descriptive statements which enumerate what can be observed if formative assessment practices are enacted and reveal significant gaps in the current research base.

Authors

• Deanna J. Sands, University of Colorado - Denver

• Maria Araceli Ruiz-Primo, University of Colorado - Denver

• Julie Rae Oxenford - O'Brian, University of Colorado - Denver

• L. Shahrzad Ahmadi, University of Colorado - Denver