Unlocking the Power of Formative Assessment: Improving Student Learning

Formative Assessment Literature Review Student Keiser University Dr. Jan Saeger EDU 512: Educational Governance, Motivation, and Ethical Decision Making August 2, 2018 Formative Assessment Literature Review Assessment is an integral part of the educational process. While the methods and approaches to assessment may vary, the purpose remains the same. Popham (2010) states “We assess students in order to make better decisions about the curricular ends we should be pursuing, the way our instruction is working, and-at the close of instruction- how successfully students have achieved our intended curricular aims” (p. 5). Formative assessment is one way that educators can assess their students to ensure that learning has taken place. Improper use of this tool can nullify the benefits associated with the process. The purpose of this literature review is to demonstrate that, although formative assessment is a valuable instrument for all teachers, it is often done without fidelity. Proper usage of the formative assessment process is the only way to ensure that it benefits student achievement. Teacher perception of formative assessments and studies of usage of those assessments makes it clear that proper usage of formative assessment is the only way to unlock the benefits. What is Formative Assessment? Formative assessment is a process that teachers utilize to determine students' status in relation to learning outcomes and adjust their ongoing instruction accordingly (Popham, 2010). Formative assessment as a process is paramount to the understanding of the nature of and purpose of this instructional tool. Classroom tests can be utilized as a tool in the formative assessment process but learning, not grading, is the sole focus of these types of assessments. The process of creating formative assessments is unique because it utilizes a variety of different methods yet all of them provide continuous feedback that drives future instruction (Godbout, Richard, 2000). Popham (2010) and Godbout and Richard (2000) both emphasize the importance of feedback in proper application of the formative assessment process. Do Teachers Value Formative Assessment? To prov