The Many Faces of Formative Assessment

Document Type

Article

Publication Date

2011

Publication Title

International Journal of Community Service-Learning

Volume

23

Issue

1

First page number:

30

Last page number:

39

Abstract

In this research paper we consider formative assessment (FA) and discuss ways in which it has been implemented in four different university courses. We illustrate the different aspects of FA by deconstructing it and then demonstrating effectiveness in improving both teaching and student achievement. It appears that specifically "what is done" was less important since there were positive achievement gains in each study. While positive gains were realized with use of technology, gains were also realized with implementation of nontechnology dependent techniques. Further, gains were independent of class size or subject matter.

Keywords

Academic Achievement; Achievement Gains; College Students; Educational Technology; Evaluation Methods; Evaluation Research; Formative Evaluation; Handheld Devices; Interaction; Mathematics Instruction; Science Instruction; Student Evaluation; Technology Integration

Disciplines

Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology

Language

English

Permissions

Use Find in Your Library, contact the author, or interlibrary loan to garner a copy of the item. Publisher policy does not allow archiving the final published version. If a post-print (author's peer-reviewed manuscript) is allowed and available, or publisher policy changes, the item will be deposited.


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