What is Formative assessment?
When exploring assessment types, the most common are Formative and Summative or, as they are sometimes referred to, Assessment for Learning and Assessment of Learning. To summarise the key distinction between the two, formative assessment is ongoing and summative assessment summarises the learning that has occurred.
Assessment for Learning, or as it is more commonly known as formative assessment, focuses on the learning process itself. It is a dynamic, ongoing process that provides immediate feedback to both educators and the individual being assessed. This enables them to identify areas of strength and areas of development and make necessary adjustments to improve learning outcomes. As a result of this, formative assessment allows for a current and evolving understanding of an individual’s development of the required or wanted knowledge, skills and behaviours, the teaching, learning and assessment practice can be adapted, modified and changed to meet the individual learning needs of all involved. 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. As such, no additions, modifications, or changes can be made to support the individual needs of those involved.
Due to this adaptive and malleable nature of Formative assessment, as has already been mentioned, it is also known as Assessment For Learning. This is because it is the assessment type for learning yet to come.
The occurrence of formative assessment can be varied. This type of assessment is an informal approach and does not require adherence to predetermined layouts, structures or formats. Enabling educators to assess individuals’ knowledge, skills and behaviours more holistically. It is carried out when educators talk to individuals, observe and listen to how they respond to learning activities and produce class work. The information collected from this ongoing, informal and learner-centred approach to assessment will support and enable educators to adapt, develop and further their teaching, learning and assessment practices.
Due to Formative feedback being learner-centred, 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. Enabling individuals to take ownership of their learning and 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.
Information on similar topics:
NEN Explain: Formative Assessment
Nottingham Education Network 