Unlocking the Power of Formative Assessment: Improving Student Learning

Abstract

Formative Assessment Literature Review [University] [Instructor Name] 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 prove that formative assessment is valuable to all teachers, it is essential to determine whether teachers find it worthwhile. After all, teachers will struggle to implement a program that they feel has no value for their students. Lowry (2011) sought to find whether grade level and years of teaching experience changed teacher perceptions on formative assessments. Lowry (2011) conducted a survey of 77 elementary teachers in northern Mississippi. All teachers in this sample taught grades K-3 and most had six or more years of teaching experience. Ninety-five percent of the sample group agreed that responding to the diverse learning needs of students was very important and viewed formative assessment as a viable way to ensure learning across various groups (Lowry, 2011). This finding is significant because it demonstrates that teachers at various grade levels understand that accommodating diverse learning needs, which correlates to the purpose of formative assessments, is a primary professional concern. However, agreement regarding the use of assessment to drive instruction varied based on grade level. Within Lowry’s study (2011), many teachers stated that instructional practices were more important than assessment practices. The results of this survey show that all teachers in the sample, regardless of grade level and teaching experience, value formative assessment but are not seeing the correlation between assessments and the instructional process. Does Formative Assessment Lead to Increased Efficacy? Lowry’s study (2011) demonstrated that teachers valued the results of formative assessment yet failed to understand the connection between instructional and assessment practices. Ruland’s study (2011) attempts to show that missing connection. A pre and post Student Affect Inventory was utilized to study the correlation between formative assessment usage and the effect on academic efficacy and eagerness to learn. Ruland (2011) utilized 562 students from the same school in grades 6-8 to conduct his research. The study lasted 18 weeks and monitored randomly generated groups. One experimental group was utilized for this study and received extra training on formative assessments at the beginning of school and throughout the year (Ruland, 2011). Ruland discovered that student eagerness to learn initially increased but dropped as the study continued. He also found that there was no statistical increase in academic efficacy using assessments on a regular basis (Ruland, 2011). However, both teachers and students stated that providing clear learning targets assisted student learning. Additionally, feedback throughout the instructional process (which is paramount to formative assessment) led to an increased academic efficacy and willingness to learn. (Ruland, 2011) It is also important to note that the Ruland found that the experimental group did not use much more formal assessments than the control group despite the additional training. This study supports that utilizing formative assessments without providing...