Talk:Formative assessment

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Article merged from Formative evaluation: See old talk-page here The bibliography here is misleading. Michael Scriven distinguished between formative and summative evaluation in the late 1960's. Bloom, Hastings, and Madaus in the 1970's published a book entitled: Handbook of Formative and Summative Evaluation which focused on assessing varied content domains. I would guess the notions are older than that but that is as far back as I go.

Skip Kifer

Scriven's original paper was published in 1967, and Scriven was clear that the terms formative evaluation and summative evaluation were only to be applied to curricula, rather than individual students. In 1969, Bloom published an article in the 68th yearbook of the NSSE in which he advocated that the terms could also be applied to individual students (which Scriven did not support), and published the handbook mentioned by Kifer in 1971.

More generally, this entry is a mess, and anyone who is seriously interested in either the history of, or current thinking about, formative assessment should not rely on it.

Dylan Wiliam

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Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 21:41, 16 January 2022 (UTC)[reply]

FAM-WATA

Most of this article seems to be an advertisement for Wang's method. It should be at least reduced to a proportionate size, , if not eliminated. I'll do what I can. DGG (talk) 18:22, 13 April 2008 (UTC)[reply]

Beholdforiambob: I second DDG's motion. check out the link to "online formative assessment". It sends you to a Backbone Communications website. Total spamege. 68.212.92.168 (talk) 23:21, 24 November 2008 (UTC)[reply]

Done. It doesn't seem to have much coverage in journals beyond the authors' own publications.VsevolodKrolikov (talk) 08:51, 26 August 2011 (UTC)[reply]

well, that would seem to be a problem for us? The article still reads like an advertisement based on proponents' literature. --dab (𒁳) 14:31, 25 March 2013 (UTC)[reply]

Merger proposal

I propose that Formative evaluation be merged into Formative assessment. The former is, as far as I can tell, exactly the same as the latter. Note that the converse Summative evaluation redirects to Summative assessment. VsevolodKrolikov (talk) 05:34, 24 August 2011 (UTC)[reply]

Done it - silence after a week, and this page has been dead for three years.VsevolodKrolikov (talk) 06:02, 30 August 2011 (UTC)[reply]

Formative evaluation and formative assessment are NOT the same. In the field of instructional design, assessment is used to measure the effects of instruction on the learner (whether or not the learner has learned). Evaluation refers to analysis of the instruction and assessment results are used as one method of evaluating instruction. That is, based on the learner's performance, was the instruction effective? They are distinct and should be treated as such. Formative evaluation occurs during the development of instruction. Formative assessment occurs during the implementation of the instruction.

Formative assessment refers to assessment that happens during instruction and generally provides feedback to instructors and learners on what aspects of the content require more attention. This is contrasted with summative assessment which happens at the conclusion of the instruction and is a reflection on student success.^[1] — Preceding unsigned comment added by DaveSense (talk • contribs) 14:58, 11 September 2013 (UTC)[reply]

This last contribution is exactly right. Formative evaluation is distinctive in that it helps the learner to learn, and helps the teacher and/or the designer of learning material to know which parts of an instructional system may need modifying. It is not for the purpose of issuing qualifications, but is an intimate part of the process of educating. Macdonald-ross (talk) 21:07, 10 July 2014 (UTC)[reply]

References

^ http://www.cmu.edu/teaching/assessment/basics/formative-summative.html

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Merger proposal

According to https://www.teachthought.com/pedagogy/the-difference-between-assessment-of-learning-and-assessment-for-learning/ Assessment for learning is commonly referred to as formative assessment–that is, assessment designed to inform instruction. --Espoo (talk) 22:38, 29 May 2019 (UTC)[reply]

Support merge of Assessment for learning into Formative assessment; much of Assessment for learning is unreferenced, or pontificates on assessments in general, rather than focussing on the topic of Assessment for learning. Klbrain (talk) 08:52, 14 April 2020 (UTC)[reply]

Support for reasons stated above and consistency with relevant peer-reviewed articles.^[1]^[2] - Mark D Worthen PsyD (talk) (I'm a man—traditional male pronouns are fine.) 15:43, 14 April 2020 (UTC)[reply]

References

^ Paul Black and Dylan Wiliam, "Developing the Theory of Formative Assessment", Educational Assessment, Evaluation and Accountability 21, no. 5 (2009): 14. ("Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.")
^ Dante D. Dixson and Frank C. Worrell, "Formative and Summative Assessment in the Classroom", Theory Into Practice 55 (2016): 153. ("Formative assessment involves gathering data for improving student learning, whereas summative assessment uses data to assess about how much a student knows or has retained at the completion of a learning sequence ...").

[1] ttp://www.cmu.edu/teaching/assessment/basics/formative-summative.html

[2] Paul Black and Dylan Wiliam, "Developing the Theory of Formative Assessment", Educational Assessment, Evaluation and Accountability 21, no. 5 (2009): 14. ("Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.")

[3] Dante D. Dixson and Frank C. Worrell, "Formative and Summative Assessment in the Classroom", Theory Into Practice 55 (2016): 153. ("Formative assessment involves gathering data for improving student learning, whereas summative assessment uses data to assess about how much a student knows or has retained at the completion of a learning sequence ...").

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