Author Marilyn Burns (2005) advocates questioning as a formative assessment that involves
students. Whether verbal or written, thoughtful questions can be used to probe student responses
and elicit student reasoning. Flawed reasoning, she points out, can be found in both correct and
incorrect student answers. This questioning strategy provides teachers with insights into student
thinking that can guide their refinement of future lessons. It also helps students reflect on their
own thought processes, a practice called metacognition.
feedbackgiven as soon as possible after the assessment occurscan influence the next steps in
the learning process. Useful feedback, says author Thomas Guskey (2005), is both diagnostic
and prescriptive. It reinforces precisely what students were expected to learn, identifies what was
learned well, and describes what needs to be learned better (p. 6). Whether verbal or written,
instructional feedback should go beyond indicating the degree of right and wrong to include
advice on how the learner can improve next time.
Conclusion
With the spotlight of accountability focused so intensely on summative exams, it is easy to be
distracted from the importance of regular, formative classroom assessments. Each has a place in
the educational system, but each serves a different purpose. Using effective formative assessment
strategies can empower both teachers and learners. For teachers, making an investment in
formative assessment similar to the investment that states and districts have made in summative
assessment can yield dividends in student achievement.
References
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom
assessment. Phi Delta Kappan, 80(2), 139144, 146148. Retrieved November 29, 2006, from
http://www.pdkintl.org/kappan/kbla9810.htm Burns, M. (2005). Looking at how students reason.
Educational Leadership, 63(3), 2631. Retrieved November 29, 2006, from
http://www.ascd.org/authors/ed_lead/el200511_burns.html Guskey, T. R. (2005). Formative
classroom assessment and Benjamin S. Bloom: Theory, research, and implications. Paper
presented at the annual meeting of the American Educational Research Association, Montral,
Qubec, Canada. Retrieved November 29, 2006, from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/31/bb/33.pdf
Popham, W. J. (2006). All about accountability / Those [fill-in-the-blank] tests! Educational
Leadership, 63(8), 8586. Stiggins, R. (2004). New assessment beliefs for a new school mission.
Phi Delta Kappan, 86(1), 2227. Retrieved November 29, 2006, from
http://www.assessmentinst.com/documents/NewBeliefs.pdf
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