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In recent years, education has shifted assessment focus from summative assessment to
formative approaches (Trauth-Nare & Buck, 2011). Due to the broad array of opportunities that
formative assessment gives teachers and students, this form of assessment has proven to be a
significant benefit in classrooms (Rolfe & McPherson, 1995, as cited in Evans et al., 2014). The
underlying philosophy of formative assessment is that students should be given informative,
continuous feedback which describes each students individual strengths and weaknesses, as well
as suggestions for academic improvement (Brookhart, 2011, as cited in Alkharusi et al., 2014).
Important components of formative assessment include: monitoring student progress, assessing
student understanding of content, adjusting instruction based on data gathered, and reflecting
upon effectiveness of lesson objectives (Cornelius, 2013).
Examples of Formative Assessment
Formative assessment can be administered in a wide variety of ways. One of the most
common methods of assessing formatively is exit slips. Exit slips can be described as pieces of
paper which are used typically at the end of a class period for students to share their learning
(Leigh, 2012). These slips allow students to reflect upon lesson ideas, ask questions, or share
opinions (Leigh, 2012). Formative assessment can also occur in the form of observation. For
instance, some teachers use an anecdotal seating chart to record observations they make about
student behavior and classroom achievement (Cornelius, 2013). Another form of formative
assessment is feedback. Researchers have found that feedback is an important part of the
learning process for both teachers and students (Hattie & Timperley, 2007, as cited in Hudesman
et al., 2013). Feedback, along with self-assessment has been proven to aide in academic
achievement of students (Severance, 2011). By using self, peer, and teacher feedback, students
References
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Bell, B., & Cowie, B. (2001). The characteristics of formative assessment in science education.
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Black, P., & William, D. (2009). Developing the theory of formative assessment. Educational
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Brookhart, S., (2011). Educational assessment knowledge and skills for teachers. Educational
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Cornelius, K. E. (2014). Formative assessment made easy: templates for collecting daily data in
inclusive classrooms. Teaching Exceptional Children, 47(2), 112-118.
Dunn, K., & Mulvenon, S. (2009). A critical review of research on formative assessment: the
limited scientific evidence of the impact of formative assessment in education. Practical
Assessment, Research & Education. 14(7). Retrieved June 6, 2011 from
http://www.PAREonline.net/getvn.asp.
Duschl, R., & Gitomer, G. (1997). Strategies and challenges to changing the focus of assessment
and instruction in science classrooms. Educational Assessment. 4(1). 37-73.
Evans, D. R., Zeun, P., & Stanier, R. A. (2014). Motivating student learning using a formative
assessment journey. Journal Of Anatomy, 224(3), 296-303.