Purpose: Formative Assessment Benefit
Review of Practice: Formative assessment has fast become one of the key buzzwords in the field of education. In practice, this calls for teachers to select lesson strategies that engage students in practice for the purpose of feedback. It is this feedback that is to provide students a learning opportunity before the students would be expected to recall the information in a summative form. The study in question was conducted at a large suburban middle-class school district in Northeast Ohio. The study tracked formative assessment practices employed by social studies classes. These included use of formative practices common to social studies like reading questions, projects, essays, and worksheets. Variables that were accounted for included the duration of instruction and student prior experience. Future directions include consideration of student engagement on these varied formative assessment types.
Impact: The study found no statistically significant correlation between the selection of formative assessment type and student achievement. This returns reflection on instructional practice back to existing standards in the field. These standards continue to suggest that teachers should work to build lessons and learning opportunities for students that are driven to promote student engagement and offer opportunities for direct teacher formative feedback of any kind, both of which are supported by research to move student academic achievement forward.
Kelly, C. (2017) Impact of Formative Assessment Type on Student Achievement https://drive.google.com/file/d/1GW_Q9XDnkU_Ps-spSlRNDzPvcRqxKg8t/view?usp=sharing
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