Principles Of Formative Assessment

INTRODUCTION

 Self assessment Assessment is vital to the education process In schools, the most visible assessments are summative. Summative assessments are used to measure what students have learnt at the end of a unit, to promote students, to ensure they have met required standards on the way to earning certification for school completion or to enter certain occupations, or as a method for selecting students for entry into further education. Ministries or departments of education may use summative assessments and evaluations as a way to hold publicly funded schools accountable for providing quality education. Increasingly, international summative assessments – such as OECD’s Programme for International Student Assessment (PISA) – have

In classrooms, formative assessment refers to frequent, interactive assessments of student progress and understanding to identify learning needs and adjust teaching appropriately. Teachers using formative assessment approaches and techniques are better prepared to meet diverse students’ needs – through differentiation and adaptation of teaching to raise levels of student achievement and to achieve a greater equity of student outcomes.

The principles of formative assessment may be applied at the school and policy levels, to identify areas for improvement and to promote effective and constructive cultures of evaluation throughout education systems. More consistent use of formative assessment throughout education systems may help stakeholders address the very barriers to its wider practice in classrooms.

This overview shows how formative assessment promotes the goals of lifelong learning, including higher levels of student achievement, greater equity of student outcomes, and improved learning to learn skills. The chapter then discusses barriers to wider practice of formative assessment and ways in which those barriers can be addressed, and outlines the study scope and methodology. . They are motivated by quantitative and qualitative evidence that teaching which incorporates formative assessment has helped to raise levels of student achievement, and has better enabled teachers to meet the needs of increasingly diverse student

are natural assessors of their own progress and achievements . adults can enrich and extend children’s experiences thought assessments by identifying learning and development , feeding information back to children celebrating their progress and achievements with them and adapting practice and planning for further learning , in this way assessment helps the adult create portraits of children which show the richness of their learning and development . Professional learning communities together requires that partners at all levels of the education system create the conditions that engage all students in the best possible opportunities to learn and to maximize their