This could be something done at the beginning of a topic, to inform planning for the term, or it might be something done in lessons to check whether students need more time on a concept or whether they are ready to move on. Formative purpose in practiceįormative assessment concerns the ongoing classroom assessment practices that inform teaching. For example, a multiple-choice quiz can be used formatively to diagnose gaps in understanding or summatively to check understanding at the end of a unit.
It is important to note that it is the use, rather than the activity, that designates the categorisation, because the majority of tasks can be utilised for formative or summative purposes. An important classification concerns formative and summative purposes.
The purpose of assessment is often hard to define, with information being used by a range of people for a variety of reasons. And students should be included as judgement-makers, involving them in the active monitoring of their own learning. All interactions with students potentially provide information that could support teachers to make judgements. In its broadest sense, assessment is an integral part of teaching and includes ‘the process of gathering, interpreting and using evidence to make judgements about students’ achievements’ (Harlen, 2007, p. More and reliability In assessment, the degree to which the outcome of a particul. It will explore formative and summative purposes to support meaningful use of assessment, and the principles of validity In assessment, the degree to which a particular assessment m. This article will emphasise the use of assessment as we consider principles and purposes. The effective use of assessment provides both the means to identify whether students have succeeded and the information to help teachers to support those who have not yet ‘got there’. 1), ‘Assessment does not objectively measure what is already there, but rather creates and shapes what is measured.’
Every interaction with students is a potential assessment opportunity, in the sense that such interactions provide us with information about how learning is going, in order to help us to adapt our teaching.Īssessment influences school and classroom culture, impacts on pupil and teacher ideas about learning and determines what is taught and how. It might not always feel like it but, as teachers, we are constantly using assessment information to make decisions about what to say, what tasks to set and what to do with task outcomes.
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