NEN Explain: Formative Assessment
An overview of Formative Assessment?
When exploring assessment types, the two most common ones are formative and summative, or as they are also known, assessment for learning and assessment of learning. This NEN Explain will focus on formative assessment or assessment for learning, a cyclical approach to teaching, learning and assessment, which, as Schildkamp (2020) suggests, has become a policy pillar of educational significance in recent years. This is apparent in every educational setting, from that of the Early Years Foundation Stage to the National Curriculum and all the way to Post-Compulsory Education and Training settings, as formative assessment is in every classroom and every session. This is despite there not being a clear consensus on what the term formative assessment represents. There are, however, two distinct approaches of formative assessment that are most commonly used, which are Assessment for Learning and Data-Based Decision Making. There is nonetheless considerable crossover in the different distinctions of this type of assessment, which is explained below.
Origins of the term
Before exploring what formative assessment is and the aspects and features that make it one of the most popular types of assessment, it is important to delve into the roots of this concept and understand the origins of the term itself.
The term “formative assessment” has gone through two stages to reach its current form. The first stage and the original term, known as the formative evaluation, was coined by Scriven. Man Sze Lau (2015) states that formative evaluation, as described by Scriven, was not intended to assess, monitor or track the learning of individuals or support in their learning journey through the identification of areas of strengths and limitations but instead was meant to be used as an evaluative tool. Formative evaluation was intended to review, monitor and track educational programmes, courses and classes for the effectiveness of their curriculum, content material and delivery methods in relaying content-specific knowledge.
The term “formative evaluation” did not gain widespread recognition until Bloom developed the theory behind it. This marked the second stage in the evolution of the term, with Bloom recognising the potential benefits of formative evaluation in supporting the knowledge, skills, and behaviours of individuals. As a result, incorporated it into his Taxonomy of Learning theory.
During this stage, Bloom refined the concept of formative evaluation and made a significant shift in focus. He redirected the attention from evaluating educational programs and their effectiveness to assessing educational participants, or in other words, students. This shift in focus redefined the understanding of assessment, creating a new and engaging paradigm in the field.
Bloom’s contributions to the concept of formative evaluation extended beyond refining its definition and intended use. He also adapted the term itself, replacing “evaluation” with “assessment”, which remains the current iteration of the phrase in use today. As such, Bloom’s work has left a lasting legacy in the field of assessment, helping to shape our understanding of how to best support individual learning and development.
Key aspects of formative assessment
Formative assessment is an effective tool that primarily focuses on the learning process. Its main objective is to facilitate the learning process of individuals and enhance learning outcomes. This is achieved through a dynamic and continuous evaluation process that provides immediate feedback to both educators and the individual being assessed (Schildkamp, 2020). By receiving immediate feedback, educators and individuals can identify areas of strength and areas that require further development, which in turn enables them to make necessary adjustments to improve learning outcomes.
This ongoing process of formative assessment allows for a current and evolving understanding of an individual’s development of the desired knowledge, skills, and behaviours. It provides a comprehensive view of an individual’s progress throughout their learning journey. This holistic approach to assessment ensures that the teaching, learning, and assessment practice can be adapted, modified, and changed to meet the individual learning needs of all involved (Schildkamp, 2020). By catering to individual learning needs, formative assessment ensures that everyone has an equal opportunity to achieve their full potential.
This is one of the key differences between Formative assessment and Summative assessment. With Summative assessment, understanding the gained knowledge, skills, and behaviours does not occur until the end of the learning programme (Man Sze Lau, 2015). As such, no additions, modifications, or changes can be made to support the individual needs of those involved.
As previously indicated, the use of formative assessment is characterised by its versatility and informality. Unlike other types of assessment, it does not require strict adherence to a predetermined structure, format or layout. This approach enables educators to gain a more comprehensive understanding of individuals’ knowledge, skills, and behaviours, as it is implemented through ongoing observation, student-teacher interaction, and analysis of class work. The data collected from this learner-centric assessment approach serves as a foundation for educators to adapt, develop, and improve their teaching, learning, and assessment methods, making it a valuable tool for educators striving to enhance their techniques.
The feedback that can be provided from this type of assessment is developmental and supportive. The feedback style often given by formative assessment compared to its evaluative counterpart is descriptive and motivational. Bloom, as posited by Man Sze Lau (2015), explains that formative assessment feeds back to individuals and educators about what has been learnt up to a specific point within the learning journey and enables them to take ownership of their learning and also understand what they have done well and what they can do to develop and improve their work. This development might be related to required learning outcomes, necessary study skills or broader knowledge, skills and behaviours that enable the cultivation of a successful, active and engaged learner.
Reference
Man Sze Lau, A,. (2015) ‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature. Journal of Further and Higher Education. 40 (4). 509-525.
Schildkamp, K, et al,. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research. 103. 1-16.
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