Formative Assessment: An Enabler of Learning
Author: Heritage, M.
Publisher: Johns Hopkins University School of Education, Center for Data-Driven Reform in Education
Publication Date: 2011, Spring
Journal: Better: Evidence-based Education
Pages: 18-19
Full text available online at: http://www.cse.ucla.edu/products/misc/bettermagazineheritage.pdf
Abstract (written by Author/Publisher)
This article advocates for the use of formative assessment as a routine tool for improving student learning, not as a mere test or instrument. The purpose of formative assessment is to have both students and teachers work together in more active roles that allow them to gradually improve student understanding and skills throughout a lesson. This style of assessment is inherently different than others that typically evaluate a student’s learning after a period of teaching. Overall, the author argues that the success of formative assessment is reliant both upon the ability of the teacher to create a supportive classroom environment centered on feedback and upon the inherent skill set and content knowledge of the teacher.
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