Features of classroom formative assessment

• Main Authors: Magno, Carlo P., Lizada, Gabriel S.
• Format: text
• Published: Animo Repository 2015
• Subjects: Educational tests and measurements; Educational Assessment, Evaluation, and Research
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/8228
• Institution: De La Salle University

The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.