This introductory paper to the volume contrasts formative assessment with summative assessment and describes the importance of formative assessment to classroom instruction. In particular, it argues that a task is formative to the extent that data from the task are used to enhance and inform further instruction rather than simply to provide an evaluation of a student or of instruction. The use of design research as a mechanism to develop sound classroom assessment is outlined because a design science framework provides a means to tie together varied exemplars of innovations in assessment. A cycle of task implementation and revision can lead to improved assessment practices.
Formative assessment. A critical component in the teaching-learning process / Thompson, D. R.; Burton, M.; Cusi, A.; Wright, D.. - (2018), pp. 3-8. - ICME-13 MONOGRAPHS. [10.1007/978-3-319-73748-5_1].
Formative assessment. A critical component in the teaching-learning process
A. Cusi;
2018
Abstract
This introductory paper to the volume contrasts formative assessment with summative assessment and describes the importance of formative assessment to classroom instruction. In particular, it argues that a task is formative to the extent that data from the task are used to enhance and inform further instruction rather than simply to provide an evaluation of a student or of instruction. The use of design research as a mechanism to develop sound classroom assessment is outlined because a design science framework provides a means to tie together varied exemplars of innovations in assessment. A cycle of task implementation and revision can lead to improved assessment practices.File | Dimensione | Formato | |
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