Formative assessment: Stalled by too few right-size reports

Yıl 2022, , 1 - 5, 29.11.2022

William James Popham

https://doi.org/10.21449/ijate.1196705

Cited By: 1

Öz

After providing key definitions well as substantial supportive evidence for the instructional process under consideration, this analysis identifies a serious shortcoming in the way that many U.S. educators are currently encouraging teachers' adoption of the formative-assessment process--a teaching approach informed by students' en route test performances during instruction. After identifying the basics of the formative assessment process, and the manner in which reports of students' en route assessment performances should be built, it is claimed that formative assessment will attain its much-lauded learning payoffs only when short reports, easily used by both teachers and students, are routinely employed.

Anahtar Kelimeler

Assessment, Formative assessment, Reporting, Right size reporting

Kaynakça

• Black, P., & Wiliam, D. (1998). Assessment and classroom learning, Assessment in Education: Principles, Policy and Practice, 5(1), 7-73. https://doi.org/10.1080/0969595980050102
• Popham, W.J. (2008). Transformative assessment. ASCD.
• Popham. W.J. (2011). Transformative assessment in action. ASCD.