Relevant bibliographies by topics / Classroom formative assessment

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom formative assessment'

Author: Grafiati
Published: 25 June 2021
Last updated: 29 July 2025

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Journal articles on the topic "Classroom formative assessment"

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Marks, Igor. "Formative (Classroom) Assessment Techniques." Acta Technologica Dubnicae 4, no. 1 (2014): 46–50. http://dx.doi.org/10.1515/atd-2015-0012.

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AbstractThe author presents formative (classroom) assessment techniques with the purpose of improving the teaching process and the learner’s development. At the same time, the paper emphasizes the importance of feedback in the teaching process.
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Dayal, Hem. "How Teachers use Formative Assessment Strategies during Teaching: Evidence from the Classroom." Australian Journal of Teacher Education 46, no. 7 (2021): 1–21. http://dx.doi.org/10.14221/ajte.2021v46n7.1.

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Using lesson observations, the study reported in this article explores how two practising secondary mathematics teachers implemented formative assessment actions in their classroom teaching. The study also investigated whether teachers’ beliefs about teaching and assessment could be mapped onto their classroom practices. In particular, while the two teachers were implementing student portfolio assessment in their own Year 9 mathematics lessons, the classroom observations focused on how they utilised formative assessment actions such as clarifying and sharing learning criteria intentions and cr
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Begim, Isoyeva. "DIALOGIC TEACHING: EMPOWERING FORMATIVE ASSESSMENT IN THE CLASSROOM." International Journal Of Management And Economics Fundamental 4, no. 1 (2024): 38–42. http://dx.doi.org/10.37547/ijmef/volume04issue01-06.

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Dialogic teaching has become one of the most effective teaching techniques and also influential instrument for improving formative assessment in the classroom. Dialogic teaching is a strategy which has its roots in the concept of meaningful student-teacher discourse, promotes critical thinking, active engagement, and in-depth learning. The principles of dialogic teaching are perfectly aligned with basic concepts of formative assessment, which give educators opportunity to check and clarify students' comprehension in the moment. In this article some of the accurate methods of implementation of
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Yan, Li, and Charanjit Kaur Swaran Singh. "Review of Formative Assessment Practices: Primary Evidence on Relationship with Self-efficacy and Self-esteem." World Journal of English Language 12, no. 8 (2022): 49. http://dx.doi.org/10.5430/wjel.v12n8p49.

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Robust literature was conducted to confirm the positive effect of formative assessment on learning outcomes. However, less is known about the reason why formative assessment techniques impact student achievement. Besides, there are insufficient studies about relationships between formative classroom assessment techniques and self-efficacy, self-esteem. This article reviews literature related to use of formative assessment in classrooms, self-esteem and self-efficacy with intention to explore the connections. Students responded to questionnaires which covers results, discussion and implications
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Ford-Connors, Evelyn, Dana A. Robertson, and Jeanne R. Paratore. "Classroom Talk as (In)Formative Assessment." Voices from the Middle 23, no. 3 (2016): 50–57. http://dx.doi.org/10.58680/vm201628371.

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Of the varied assessment tools available to teachers in the middle school classroom, one that is frequently overlooked in this era of new assessments and curriculum is classroom talk. The dialogic exchanges that occur during routine classroom instruction provide teachers with valuable insight into what students know and can do and can guide teachers’ instructional decisions. This article explores the use of talk as an assessment tool and offers examples of how talk reveals important information about students’ developing understandings and progress toward new learning.
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Chen, Haoran. "A Contrastive Analysis of Classroom-Based Language Assessments." English Language Teaching 13, no. 5 (2020): 110. http://dx.doi.org/10.5539/elt.v13n5p110.

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Classroom-based language assessments mainly include formative assessment and summative assessment, which are the most commonly used evaluation methods. The present study adopts a contrastive method to analyze the two types of assessments. Results of the study show that: 1) the characteristics of formative assessment contain teachers’ adaptation to classes and immediate feedback provided for teachers, while summative assessment, as a high-risk one, needs a high standard control and safety for dependability and effectiveness; 2) formative assessment is suitable for any places with mult
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Guo, Gaoyan. "Assessment Issues in Chinese High School English Classrooms: A Focus on Formative, Peer, and Self-Assessment." Education Insights 2, no. 6 (2025): 69–73. https://doi.org/10.70088/nee21x27.

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This paper explores the issues of formative, peer, and self-assessment in Chinese high school English classrooms, offering critical perspectives and suggestions. The essay begins by explaining the concepts of formative assessment and related self and peer assessments, then discusses the advantages of these assessments in improving student motivation, fostering critical thinking, and enhancing classroom interaction. However, the paper also highlights the challenges in implementing these assessment methods, primarily due to educational policies, teachers' attitudes, and students' acceptance. Spe
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Rana, Kesh, and Karna Rana. "How Secondary English Teachers Employ Formative Assessment and Feedback to Scaffold Students' Odyssey in English Learning." Journal of Language and Education 11, no. 2 (2025): 111–24. https://doi.org/10.17323/jle.2025.19854.

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Introduction: The practice of formative assessment and feedback to scaffold student learning in secondary school English classrooms is either neglected or underestimated in the literature. Purpose: This study reports how secondary English teachers reflect on their practice of formative assessment and feedback in English language teaching. It examines the nexus that teachers make between formative assessments and continuous feedback to promote students' learning. Method: A semi-structured interview was employed to investigate the teachers' implementation of formative assessment and strategies f
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LI, Jiayi, and Peter Yongqi GU. "Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey." Chinese Journal of Applied Linguistics 46, no. 2 (2023): 198–218. http://dx.doi.org/10.1515/cjal-2023-0204.

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Abstract Formative assessment has become an increasingly popular topic in educational reform since the publication of Black and Wiliam’s (1998) highly influential review article. In China, formative assessment has been promoted by the Ministry of Education in its curriculum standards for over two decades. A lack of implementation in classrooms has been attributed to the lack of assessment literacy among classroom teachers. A 12-week professional development program was designed and implemented for a group of five secondary school EFL teachers in China aiming at developing their classroom-based
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Gao, Su, Katrina Liu, and Marilyn McKinney. "Learning formative assessment in the field." International Journal of Mentoring and Coaching in Education 8, no. 3 (2019): 197–216. http://dx.doi.org/10.1108/ijmce-10-2018-0056.

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Purpose It is suggested that mentor teachers engage in reflective conversations with preservice teachers to develop formative assessment as a teaching skill. However, there is minimal evidence documenting this process. The purpose of this paper is to investigate the process and impact of reflective conversation on preservice teachers’ learning about implementing formative assessment in the classroom. Design/methodology/approach This study draws on two dyads of mentor and preservice teachers to examine the role of conversation in helping preservice teachers learn to use formative assessment in
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Dissertations / Theses on the topic "Classroom formative assessment"

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Gulliver, John. "Understanding formative assessment in extended classroom curricular interaction." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/429.

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This thesis relates to the debates about assessment in education that marked the final years of the 20th century. It attends to the assertion, widely made in policy pronouncements within and beyond the UK, at every level of the education system, that assessment is an integral part of teaching, pronouncements seen by some writers as rhetoric-driven and atheoretical. It focuses in particular on formative assessment, with its underlying assumption that, to be effective, teaching must match the cognitive requirements of learners. The study examines the psychological and epistemological foundations
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Nkuna, Victor Rhulani. "The role of classroom formative assessment practice in Geography." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80496.

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This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the concern remains about the average and the number of distinctions produced annually. A Framework for Learning-Oriented Assessment was used as a conceptual framework which guided this study. Research questions that guided this study aimed at investigating the possible role of classroom formative strategies or techniques on learner performance in geography, the extent to which Sch
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Hegazy, Hind. "Teachers’ perceived understanding of formative assessment and how it impacts their classroom practice: A case-study investigation." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/388967.

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This study examined Junior Secondary teachers’ perceived understanding of formative assessment and how it influenced teachers’ pedagogical choices and practices in the classroom. The study adopted a qualitative approach to research using interpretive phenomenological and analytical approaches to provide in-depth insight into the ways in which Junior Secondary teachers perceive, understand and apply formative assessment in their classrooms and how these practices impact student engagement with learning. Three key questions steered the research; 1) What are Junior Secondary teachers’ perceived u
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Brink, Melanie K. "Teachers' Perceived Understanding of Formative Assessment And How This Understanding Impacts Their Own Classroom Instruction." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1342.

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The key purpose of this qualitative case study was to gain an understanding of classroom teachers’ perceptions of the process and impact of formative assessment on classroom instruction in a secondary school. The study was designed to obtain information about how teachers view formative assessment as part of their everyday planning and preparation, as well as sought to determine whether or not there was a correlation between teachers’ perceived understanding of formative assessment and their implementation of formative assessment in the classroom. The three main research questions that guided
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Underwood, Molly. "Assessing assessment: the impact of formative assessment training on science teacher classroom methods." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/underwood/UnderwoodM0812.pdf.

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Formative assessment is a different way to evaluate student needs and is unique from traditional summative assessment in both implementation and outcome. In short, formative assessment takes place during the process of learning rather than simply judging how much knowledge was gained after the process is over. While previous studies have generated promising data supporting formative assessment, adoption of the technique by classroom teachers can suffer from a lack of training and support. To understand the role of university training in formative assessment, a cohort of teachers enrolled as gr
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Harrison, Christine Ann. "In search of formative assessment : a study of a diary intervention to promote classroom assessment in secondary science classrooms." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441959.

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Leung, Wing-sze. "Using portfolios for formative assessment in a secondary 6 English classroom." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040124.

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Leung, Wing-sze, and 梁詠詩. "Using portfolios for formative assessment in a secondary 6 English classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040124.

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Lam, Wei Ling Karen. "Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?" Thesis, Boston College, 2014. http://hdl.handle.net/2345/3804.

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Thesis advisor: Andrew Hargreaves<br>In 2006, Singapore introduced the Teach Less Learn More (TLLM) movement to continue the systemic changes introduced under the Thinking Schools Learning Nation vision. A curricular initiative, TLLM had implications for classroom assessments, calling on teachers to focus on the process of learning, and to use more formative and qualitative assessing. This dissertation examined the extent to which Singapore teachers' classroom assessment practices are aligned to the policy. It adopted mixed methods research to study teachers' assessment practices. Data culled
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Anderson, Clinton W. "Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5103.

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This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including “talk-friendly” probes, sticky bars, and agree-disagree statements were used
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Books on the topic "Classroom formative assessment"

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H, McMillan James, ed. Formative classroom assessment: Theory into practice. Teachers College, Columbia University, 2007.

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1954-, Pryor John, ed. Investigating formative assessment: Teaching, learning and assessment in the classroom. Open University Press, 1998.

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Policastro, Margaret Mary. Formative assessment in the new balanced literacy classroom. Maupin House Publishing, Inc., 2016.

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1959-, Frey Nancy, ed. Checking for understanding: Formative assessment techniques for your classroom. Association for Supervision and Curriculum Development, 2007.

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Brookhart, Susan M. Formative assessment strategies for every classroom: An ASCD action tool. Association for Supervision and Curriculum Development, 2006.

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Moss, Connie M. Advancing formative assessment in every classroom: A guide for instructional leaders. Association for Supervision and Curriculum Development, 2009.

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Moss, Connie M. Advancing formative assessment in every classroom: a guide for instructional leaders. ASCD, 2009.

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M, Brookhart Susan, ed. Advancing formative assessment in every classroom: A guide for instructional leaders. Association for Supervision and Curriculum Development, 2009.

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Leslie, Minton, ed. Uncovering student thinking in mathematics, grades K-5: 25 formative assessment probes for the elementary classroom. Corwin Press, 2010.

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Carolyn, Arline, ed. Uncovering student thinking in mathematics, grades 6-12: 30 formative assessment probes for the secondary classroom. Sage Publications Company, 2009.

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Book chapters on the topic "Classroom formative assessment"

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Box, Cathy. "The Classroom Teacher." In Formative Assessment in United States Classrooms. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03092-6_4.

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Brookhart, Susan M. "Teacher Feedback in Formative Classroom Assessment." In Leading Student Assessment. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1727-5_11.

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Blackburn, Barbara R. "Formative Assessment for Rigor." In Rigor and Assessment in the Classroom, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781003530008-5.

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Hair, Joseph F., G. Tomas M. Hult, Christian M. Ringle, Marko Sarstedt, Nicholas P. Danks, and Soumya Ray. "Evaluation of Formative Measurement Models." In Classroom Companion: Business. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80519-7_5.

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AbstractPLS-SEM is the preferred approach when formatively specified constructs are included in the PLS path model. In this chapter, we discuss the key steps for evaluating formative measurement models. These include the assessment of (1) convergent validity, (2) indicator collinearity, and (3) statistical significance and relevance of the indicator weights. We introduce key criteria and their thresholds and illustrate their use with an extended version of the corporate reputation model estimated with SEMinR.
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James, Mary. "Embedding Formative Assessment in Classroom Practice." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3654-5_31.

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Dykes, Frank O., Jessica A. Rueter, and Staci M. Zolkoski. "Formative and Summative Assessments." In Everyday Assessment for Special Education and Inclusive Classroom Teachers. Routledge, 2024. http://dx.doi.org/10.4324/9781003524069-5.

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Caines Lee, Jade. "Towards an Antiracist Classroom Formative Assessment Framework." In Twin Pandemics. Routledge, 2023. http://dx.doi.org/10.4324/9781003431145-7.

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Alt, Dorit, and Nirit Raichel. "Using Digital Badges in a Multicultural Classroom." In Equity and Formative Assessment in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71644-8_4.

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Alt, Dorit, and Nirit Raichel. "Assessing Collaborative Learning in a Culturally Diverse Classroom." In Equity and Formative Assessment in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71644-8_7.

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Schildkamp, Kim. "Challenges and Opportunities in Implementing Formative Assessment in the Classroom: A Dutch Perspective." In Teacher Learning with Classroom Assessment. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-9053-0_10.

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Conference papers on the topic "Classroom formative assessment"

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Mather, Nazarana. "FORMULATING AN UNDERSTANDING OF FORMATIVE ASSESSMENT: AN ANALYSIS OF HOW INTERMEDIATE PHASE TEACHERS USE FORMATIVE ASSESSMENT IN THEIR READING CLASSROOMS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1403.

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Kowalski, Frank V., and Susan E. Kowalski. "Embedded formative assessment in the undergraduate engineering classroom." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062618.

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Brookes, David T., Yuhfen Lin, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Structuring Classroom Discourse Using Formative Assessment Rubrics." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515248.

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Afni Fitriana, Nur, Isnandar Slamet, and Imam Sujadi. "Classroom Assessment: Student Achievement in Mathematics through Formative Assessment." In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.44.

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Barley, Natalia, and Irina Mikhailova. "REAL-TIME FORMATIVE ASSESSMENT IN ONLINE LANGUAGE CLASSROOM." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1016.

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Reimann, Peter, Wolfgang Halb, Susan Bull, and Matthew Johnson. "Design of a Computer-assisted Assessment System for classroom formative assessment." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059627.

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Gezer, Tuba. "Examining the Relationship Between Online Formative Assessment Applications and Classroom Assessment." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1438114.

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Price, Edward, N. Sanjay Rebello, Paula V. Engelhardt, and Chandralekha Singh. "Complex interactions between formative assessment, technology, and classroom practices." In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3679993.

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Lehrer, Richard. "Keynote: Accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.

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There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school ye
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Kimbell, Richard. "Sharing and securing learners’ performance standards across schools." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-6.

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Assessing learners’ performance makes very different demands upon teachers depending on the purpose and the context of the assessment. But common to all assessment is some sense of what ‘quality’ looks like. Most often teachers engage in formative assessments in the classroom, and the familiar standards of the classroom are adequate for this purpose. However if teachers are to undertake external, nationally regulated assessment then some sense of a national standard of quality is required. But there are very limited mechanisms by which teachers can acquire this understanding, so they use their
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Reports on the topic "Classroom formative assessment"

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Fusco, Judi, Sarah DiMaria, Beverly Yeadon, Janet Kolodner, and Alison Shell. Assessment During Collaborative Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/252.

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This primer explores assessment during collaborative learning, shifting the focus from traditional summative evaluation to ongoing formative assessment for learning. It addresses key questions regarding what should be assessed, individual knowledge, group dynamics, collaborative skills, or both; and how assessments can be designed to align with learning objectives. The document outlines effective practices for incorporating self- and peer-assessment to empower students and provides guidance on delivering meaningful feedback. It discusses the importance of balancing individual and group assessm
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McElhaney, Kevin, Rochelle Urban, Danae Kamdar, Anthony Baker, KellyAnn Tsai, and Jeremy Roschelle. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/215.

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OpenSciEd curriculum materials and professional learning resources are Creative Commons licensed, freely available, and aligned with the Next Generation Science Standards (NGSS). This report offers direction to researchers, practitioners, policymakers, and developers by identifying OpenSciEd practitioners’ most urgent needs, the factors driving these needs, promising approaches for addressing these needs, and implications for OpenSciEd-enabled research. We gathered survey responses from 155 teachers and leaders and conducted focus group interviews with 28 of the survey respondents. Our analysi
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