Formative assessment
Formative assessment gathers evidence of learning during instruction to adjust teaching and learning — assessment *for* learning. Scriven (1967) distinguished formative and summative evaluation; Bloom et al. (1971) applied it to student learning. Diagnostic assessment comes before, summative after. Methods include exit tickets, questioning, low-stakes quizzes and rubrics for self- and peer assessment. Black and Wiliam (1998) concluded that strengthening formative assessment can raise achievement; effective feedback is specific, timely and forward-looking.
Frequently asked questions
- Formative vs summative?
- Formative improves learning in progress; summative judges it at the end.
- Is it graded?
- Usually not, though practice varies.
References
- Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds.), Perspectives of curriculum evaluation (pp. 39–83). Rand McNally.
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
- Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on formative and summative evaluation of student learning. McGraw-Hill.