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Whereas Summative
Assessment involves measuring what has been learned in formal assessment,
Formative
Assessment in its widest sense refers to any process by which
pupils are made aware of how they can make progress. The “Black Box”
literature has been extremely influential around the world (see Selected
References below). This was because it identified key strategies
which had been shown to improve pupils’ learning. Whereas
Summative Assessment requires careful record-keeping, much of the
Formative Assessment process will not be recorded by the teacher, though it
may be an aspect of Personal Learning Planning.
Assessment is for Learning and Formative
Assessment
This paper focuses on themes arising from the Black Box research.
However, the term “Formative Assessment” is used in a very wide sense.
Many strategies can be said to help pupils understand where they are in the
learning process, what progress they should aim for and how to make that
progress. Other Toolkit papers go into such strategies in some
depth; indeed, key elements of this paper (Questioning,
Peer
Assessment, and
Feedback) are also dealt with in greater depth in
other papers. Thus, it may be that studying the issue of Gender may
be particularly helpful in some situations, in consideration of Formative
Assessment strategies with boys, for example. Or perhaps an
understanding of Emotional Intelligence, or Learning Styles or use of Praise or
any of the other issues covered in Toolkit papers may be more fruitful for
certain teachers.
This paper should be understood as an introduction to the topic of Formative
Assessment, which has an absolutely central role in AifL developments. Other
Toolkit papers should be read for suggestions as to how the principles of
Formative Assessment can be extended in the widest sense.
For Formative Assessment to be most effective, there should be a whole-school
approach to it, with colleagues sharing best practice and planning for
improvement.
Points Arising from Research
Research indicates that an emphasis on formative assessment has the following
effects:
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Pupils learn more effectively
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Some pupils feel more involved in the schooling process and become less
disaffected |
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Teaching is focussed more effectively on the individual pupil
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Positive effects may be particularly evident in the less able
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Learning in the wider (not
subject-specific) sense can be enhanced
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Key Elements of Formative
Assessment (Based on the Black Box research)
The Task:
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The task should take account
of prior learning and should be clearly understood by the pupil |
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The way in which they will be
judged should be clearly understood by pupils |
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Pupils should be aware of
where they stand at the beginning of the task |
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They should have a clear
understanding of the goal and how to achieve it |
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They should
be given opportunities to set their own goals |
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They
should have opportunities to make real decisions and choices |
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Models of good work should be provided for pupils |
Questioning:
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“Take-up time” should be allowed for the pupil
to formulate a response |
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The pupil’s articulation of understanding is vital, even if it is incorrect |
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According to research, teachers very often
answer their own questions - this should be avoided |
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Answers should not be taken just from those who
put their hands up (we need to know why others haven’t put their hands up) |
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Pupils should be encouraged to ask
questions |
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Opportunities should be given for collaborative
attempts at answering questions |
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Pupils should be encouraged to think about the
process of their learning (“metacognition”) |
Observation:
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Tests at the end of a teaching block are too late to be used for
formative
assessment |
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Tests should be short and relatively frequent (new learning should be tested
within a week). The formative use of summative tests has been
recognised as a very powerful aspect of formative assessment. |
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Assessment should be geared to what the pupil is capable of |
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Questions should be carefully worded and should be seen to be relevant by pupils |
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Pairs and groups can explore questions and
report back to others (eg “think-pair-share”) |
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The teacher needs to understand the abilities and needs of individuals in
observation exercises |
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The teacher should adapt the teaching and learning process to react to what
has been observed |
Feedback:
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It
should be given promptly |
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It
should give the pupil a sense of what has been achieved as well as
improvement still to be achieved |
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Marks/grades are not helpful in a formative sense and may demotivate |
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Comments should be limited in number and should give specific advice as to how
goals can be achieved |
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Oral feedback (including discussion) is the most effective type |
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Targets and progress should be discussed with pupils while they are
working on the task |
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Pupils should be encouraged to reflect on the feedback and should be
given time to work on improvements |
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Where appropriate, attempts should be made to involve parents in the
learning triggered by feedback |
Peer and Self-Assessment:
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Pupils need good understanding of the criteria for success |
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Pupils should make judgements themselves about their progress towards
targets |
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Low achievers and pupils with learning difficulties can benefit from
self-monitoring |
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The discussion process in peer assessment gives valuable opportunity for
pupils to talk about their developing understanding
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Reflection and Discussion
How does your current practice relate to the advice from research?
Can you identify aspects of your current practice which show some of the
principles at work?
Can you see ways in which you could incorporate some new aspects of the
advice into your classroom work?
In the list of all the Toolkit papers, are there any topics which you think
would merit closer study in developing Learning and Teaching strategies?
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Some
Examples of Development Activities Related to Formative Assessment in
the Classroom |
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Key Element |
Objective |
Action |
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Some
examples and suggestions |
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Task |
Pupils understand
thetask clearly |
Ask a non-expert
parent to work on a task and comment on its clarity |
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Questioning |
Ensuring that
pupils answer questions effectively |
A colleague
observes a lesson and completes an "audit" of questions answered |
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Observation |
Assessment geared
to the needs of individuals |
Brainstorm with
colleagues types of documentation for individual target-setting |
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Feedback |
Oral feedback |
How could oral feedback be
recorded, (by teacher? by pupil?) |
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Self-Assessment |
Pupils' understanding of criteria
for success |
Ask individual pupils to explain
to each other (class?) how the work will be judged |
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Peer Assessment |
Pupils to judge each other's work
in the formative process |
Mark up assessment grid for
pupils to use, giving comments on successful features and advice on
further development |
Selected References
Further Reading
The key document is Inside the Black Box by Paul Black and Dylan Wiliam.
This is available from:
nferNelson at the following website, www.nfer-nelson.co.uk/catalogue/search_panel_results.asp
Shirley
Clarke:- Targeting Assessment in the primary school -
Strategies for planning, assessment, pupil feedback and target setting.
Hodder & Stoughton 1998 ISBN 0
340 72531 1
Shirley
Clarke:- Unlocking Formative Assessment -
Practical strategies for enhancing pupils' learning in the primary
classroom. Hodder &
Stoughton 2001 ISBN 0 340 80126 3
Shirley
Clarke:- Enriching Feedback -
Oral and written
feedback from teachers and children.
Hodder & Stoughton 2003 ISBN 0 340 87258 6
Websites
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