A look at the value of providing school children with continuous assessments.
Written in 2007; 2,148 words; 8 sources; APA; $ 67.95
Paper Summary:
This paper analyzes the importance of formal assessment in the classroom. The author provides information from several sources, finishing with the conclusion that formative assessment in school is a vital tool enabling both teacher and pupil to work together reflexively within the shared project of managing the pupil's learning and development.
From the Paper:
"As Hargreaves and colleagues point out, 'educational assessment fulfils diverse purposes which cannot be captured properly in any single assessment strategy, only in a wide range of assessment strategies': a range which includes summative, diagnostic and formative procedures (Hargreaves, Earl and Ryan, 1996: 115). Diagnostic testing helps determine the stage of development and ability of pupils at a point in time, and therefore helps the teacher pitch their teaching. Summative testing, on the other hand, indicates to external bodies (e.g. universities, employers etc.) the overall attainment of the pupil, by a point in time, and plays a key role in determining the pupil's future. Both diagnostic and summative testing therefore play important roles in helping pupils to learn, but neither of them are designed specifically for helping pupils learn for themselves. It makes sense, therefore, for this discussion to focus its attention upon formative assessment - designed specifically for helping pupils to learn - while at the same time recognising that both summative and diagnostic assessment can be used formatively.
"Whatever the apparent goals of assessment, the implicit approach to the subject being taught, to the pupil and to learning itself, are revealed by the approach taken to assessment, as John Rudge illustrates in what he calls the 'easy path':"
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