Hattie found in his seminal meta-analysis of the impact of a large variety of factors on the success of learning that feedback was among the most powerful influences on achievement with an effect size of d = 0.78 (Hattie 2009). For any discipline dealing with education feedback and therefore formative assessment must be vital issues, as they are part of the answer to one of the most fundamental questions in these fields: How does learning work?
Inhaltsverzeichnis (Table of Contents)
- The role of formative assessment in current research..
- Formative vs. summative assessment
- Formative assessment and teaching.......
- References.......
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper explores the role of formative assessment in research and practice, aiming to provide a comprehensive overview of the concept and its implications for both teachers and learners. It examines the distinction between formative and summative assessment, highlighting the unique characteristics and objectives of each approach. The paper also delves into the application of formative assessment in teaching, considering its potential benefits and challenges.
- The importance of formative assessment in learning processes
- The distinction between formative and summative assessment
- The role of feedback in formative assessment
- Challenges and misconceptions surrounding the implementation of formative assessment
- The relationship between formative assessment and constructivist learning
Zusammenfassung der Kapitel (Chapter Summaries)
- The role of formative assessment in current research..: This chapter explores the significance of formative assessment in learning, drawing upon research by Hattie and others. It discusses the concept of feedback and its bidirectional nature, emphasizing the importance of student-to-teacher feedback. The chapter also highlights the ambiguity surrounding terminology related to formative assessment, including terms like "formative feedback" and "assessment for learning."
- Formative vs. summative assessment: This chapter differentiates between formative and summative assessment, outlining their respective objectives and approaches. It explains the distinction between criterion-referenced and norm-referenced summative assessment and highlights the diagnostic value of formative assessment in understanding individual learning processes.
- Formative assessment and teaching.......: This chapter examines the implementation of formative assessment in teaching practice, discussing its potential benefits and challenges. It addresses misconceptions surrounding formative assessment, such as the overestimation of feedback provided by teachers and the need for a more nuanced understanding of the concept. The chapter also highlights the importance of a systematic approach to formative assessment, emphasizing its role in individual learning and constructivist pedagogy.
Schlüsselwörter (Keywords)
Formative assessment, feedback, summative assessment, learning processes, constructivist learning, teacher feedback, student feedback, assessment for learning.
- Citation du texte
- M.A., M.A. John Schulze (Auteur), 2018, The relevance of formative assessment in research and practice, Munich, GRIN Verlag, https://www.grin.com/document/501010
