Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity?
|Publication date||November 2010|
|publication pdf||Click here to download this publication.|
This report argues that we are at risk of losing the promise that formative assessment holds for teaching and learning. The core problem lies in the false, but nonetheless widespread, assumption that formative assessment is a particular kind of measurement instrument, rather than a process that is fundamental and indigenous to the practice of teaching and learning. This distinction is critical, not only for understanding how formative assessment functions, but also for realizing its promise for our students and our society.
- ProgramFormative Assessment for Students and Teachers (FAST)
- PublicationLearning About Assessment: An Evaluation of a Ten-State Effort to Build Assessment Capacity in High Schools
- PublicationAssessing Students' Affect Related to Assessment for Learning
- PublicationAttributes of Effective Formative Assessment
- PublicationFormative Assessment: Examples of Practices
- PublicationLearning Progressions: Supporting Instruction and Formative Assessment
- PublicationDistinguishing Formative Assessment from Other Educational Assessment Labels
- Supporting Formative Assessment for Deeper Learning: A Primer for Policymakers
- PublicationFormative Assessment for Students with Disabilities