Formative assessment: A critical review
Description:
This presentation covers six inter-related issues in formative assessment (aka, ‘Assessment for Learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the underrepresentation of measurement principles in that conceptualisation, the teacher-support demands formative assessment entails, and its place in the larger educational system. The thesis of the presentation is that, to realise maximum benefit from formative assessment, substantial progress must be made toward acknowledging and resolving these concerns.
