Features of Classroom Formative Assessment

Educational Measurement and Evaluation Review, Vol. 6, 2015

9 Pages Posted: 23 Aug 2015

See all articles by Carlo Magno

Carlo Magno

De La Salle University, Manila

Gabriel Sebastian Lizada

Ateneo De Davao

Date Written: July 1, 2015

Abstract

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.

Keywords: Formative assessment, K to 12 assessment, classroom assessment, feedback practices

Suggested Citation

Magno, Carlo and Lizada, Gabriel Sebastian, Features of Classroom Formative Assessment (July 1, 2015). Educational Measurement and Evaluation Review, Vol. 6, 2015. Available at SSRN: https://ssrn.com/abstract=2649317

Carlo Magno (Contact Author)

De La Salle University, Manila ( email )

2401 Taft. Ave.
Manila, 4002
Philippines

Gabriel Sebastian Lizada

Ateneo De Davao ( email )

E. Jacinto St.,
Roxas St.,
Davao City, Davao 8000
Philippines

Register to save articles to
your library

Register

Paper statistics

Downloads
184
Abstract Views
1,002
rank
166,107
PlumX Metrics