Formative assessment: Stalled by too few right-size reports

Authors : William James POPHAM

Pages : 1-5

Doi:10.21449/ijate.1196705

View : 12 | Download : 6

Publication Date : 2022-11-29

Article Type : Other Papers

Abstract :After providing key definitions well as substantial supportive evidence for the instructional process under consideration, this analysis identifies a serious shortcoming in the way that many U.S. educators are currently encouraging teachers` adoption of the formative-assessment process--a teaching approach informed by students` en route test performances during instruction. After identifying the basics of the formative assessment process, and the manner in which reports of students` en route assessment performances should be built, it is claimed that formative assessment will attain its much-lauded learning payoffs only when short reports, easily used by both teachers and students, are routinely employed.
Keywords : Assessment, Formative assessment, Reporting, Right size reporting