Relevant bibliographies by topics / 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 'Formative assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Formative assessment"

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Li, Tilo, Tilo Li, Tilo Li, and Tilo Li. "How formative are assessments for learning activities towards summative assessment?" International Journal of Teaching and Education 9, no. 2 (2021): 42–57. http://dx.doi.org/10.52950/te.2021.9.2.004.

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To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as ref
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Hoeft, Jeanne. "Assessment of Formation and Assessment as Formative." Teaching Theology & Religion 23, no. 2 (2020): 75–77. http://dx.doi.org/10.1111/teth.12544.

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Adinda, Ade Hera, Hossiana Ekklesia Siahaan, Inas Fawaz Raihani, Naurah Aprida, Niken Fitri, and Ade Suryanda. "Summative Assessment and Formative Assessment of Online Learning." Report of Biological Education 2, no. 1 (2021): 1–10. http://dx.doi.org/10.37150/rebion.v2i1.1024.

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Assessment is an essential part of offline and online learning, especially when determining student learning results. Each learning process requires an assessment to ensure the learning objectives are achieved. Assessment is also needed as a form of teacher accountability. The assessments that can be done in the learning process are formative and summative. This assessment uses a literature research method where the data obtained comes from literature or literature that examines summative assessment and formative assessment of online learning. In online learning environments, formative and sum
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Meher, Arati, Dipti Mohapatra, Ellora Devi, Manasi Behera, and Tapaswini Mishra. "Effectiveness of implementation of formative assessments as a part of competency-based medical education on summative assessment: A pilot study." National Journal of Physiology, Pharmacy and Pharmacology 13, no. 10 (2023): 1. http://dx.doi.org/10.5455/njppp.2023.13.02107202303032023.

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Background: Assessment is an essential part of each and every education, which represents the learning of a student. If the assessments are performed regularly, it inspires active study habits and inevitably enhance learning. Aim and Objectives: Formative assessments, which are performed regularly, increase the effectiveness of the learning. Hence, we aimed to observe the effectiveness of spaced formative assessments on the performance of students in summative assessments. Materials and Methods: We selected 250 first-year medical students from the 22 to 23 batch. The students were categorized
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Collins, Cherie. "Formative Assessment Review Project." BJPsych Open 11, S1 (2025): S84—S85. https://doi.org/10.1192/bjo.2025.10264.

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Aims: Following the approval of the Assessment Strategy Review (ASR) in February 2023, the Formative Assessment Working Group (FAWG) was created to discuss areas for consideration, in relation to formative assessment.The aim was to consider the broad range of the College’s assessments, including written examinations, the Clinical Assessment of Skills and Competencies (CASC) and formative assessments undertaken throughout psychiatric training in the workplace. Whilst the ASR had a broad scope, one of the recommendations was to review formative assessment in detail, due to the varied nature of s
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Azam, Fahad, Abida Shaheen, Khurram Irshad, Nismat Javed, and Madiha Ata. "Trends of undergoing formative assessment in undergraduate medical students." Journal of Shifa Tameer-e-Millat University 1, no. 1 (2019): 21–26. http://dx.doi.org/10.32593/jstmu/vol1.iss1.34.

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Objective: Medical curriculum is always subject to new strategies to ensure effective delivery of learning material. Online formative assessments are gaining popularity over conventional paper based formative assessments due to recent advances in technology and increasing familiarity of students with computer-based examinations. With this background, objectives of this study were to explore trends of computer based formative assessment in undergraduate medical students and to investigate the impact of online formative assessments on summative assessment scores.
 Methodology: A prospective
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Prashanti, Eachempati, and Komattil Ramnarayan. "Ten maxims of formative assessment." Advances in Physiology Education 43, no. 2 (2019): 99–102. http://dx.doi.org/10.1152/advan.00173.2018.

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In an era that is seemingly saturated with standardized tests of all hues and stripes, it is easy to forget that assessments not only measure the performance of students, but also consolidate and enhance their learning. Assessment for learning is best elucidated as a process by which the assessment information can be used by teachers to modify their teaching strategies while students adjust and alter their learning approaches. Effectively implemented, formative assessments can convert classroom culture to one that resonates with the triumph of learning. In this paper, we present 10 maxims that
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Perishko, Iryna. "FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (2020): 114–17. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-114-117.

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The article deals with teachers‘ use of language assessment to guide students‘ language proficiency development and academic achievement, the positive benefits of formative assessment for guiding teaching and learning and its characteristics. It is specially noted that language assessment is a purposeful activity that gathers information about students‘ language development. Assessment can be intended to improve teaching and learning or to evaluate the outcomes of teaching and learning. Special attention is given to formative assessment that is described as assessment for learning, in contrast
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Paul, Bijoy Kumer, Sajuti Sarkar, Subir Nandi, Md Abdul Alim, Sunil Kumar Biswas, and Mohammed Atiqur Rahman. "Changing teaching through formative assessment: A Review." Bangladesh Medical Journal 45, no. 1 (2016): 47–53. http://dx.doi.org/10.3329/bmj.v45i1.28968.

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The existence of a plethora of empirical evidence documenting the improvement of educational outcomes through the use of formative assessment is conventional wisdom within education. In reality, a limited body of scientifically based empirical evidence exists to support that formative assessment directly contributes to positive educational outcomes. The use of formative assessments, or other diagnostic efforts within classrooms, provides information that should help facilitate improved pedagogical practices and instructional outcomes. However, a review of the formative assessment literature re
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Tatira, Benjamin, and Israel Kariyana. "Defining Formative Electronic Assessment in Undergraduate Mathematics: A Reflective Approach." International Journal of Learning, Teaching and Educational Research 21, no. 7 (2022): 24–39. http://dx.doi.org/10.26803/ijlter.21.7.2.

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Formative electronic assessment of mathematics on the Learning Management System is unique. The purpose of this study was to delineate the process of formative assessment in mathematics through the students’ experiences during remote online learning. Formative assessment is part of learning and helps students to monitor their progress. Data were analysed by identifying themes from the narratives. It emerged that the e-assessments that are manually written and graded by the instructor were the best mode of assessment for undergraduate mathematics. With timely feedback, formative electronic asse
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Dissertations / Theses on the topic "Formative assessment"

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Stevens, Lisa Russell. "Culturally responsive formative assessment." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/stevens/StevensL0812.pdf.

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The purpose of this study was to measure teachers' comfort levels, and understanding of cultural responsiveness, formative assessment, and inquiry-based science and math instruction in a kindergarten through fifth grade school with a 100% population of Native American students. A group of five teachers accepted the invitation to explore culturally responsive formative instruction in math and science. Survey information, teacher observations, interviews, and a checklist of formative assessment methods used by teachers, were used to gather baseline data. The data was than used to determine level
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Oxenford-O'Brian, Julie. "Formative assessment in context." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605480.

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<p> This dissertation responds to critical gaps in current research on formative assessment practice which could limit successful implementation of this practice within the K-12 classroom context. The study applies a socio cultural perspective of learning to interpret a cross-case analysis of formative assessment practice occurring during one mathematics instructional unit in a 5<sup>th</sup> and one in a 6<sup>th</sup> grade classroom. It illustrates how a fully defined theoretical foundation deepens understanding of the roles of formative assessment in learning, posits a working definition b
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Wallace, William. "Formative Assessment: Benefit For All." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5884.

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This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections. Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was
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Blecher, Hannah, and Martin Hörlin. "Formative assessment in elementary school." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40027.

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This study's purpose is to investigate formative assessment/feedback in elementary school. According to the Curriculum (2018), it is essential to use formative feedback in the classroom because it helps students progress in their learning. The aim is to see how formative assessment is conducted in English as a second language/English as a foreign language classroom. The research questions that we used were to what extent is formative feedback used in the elementary classroom? Furthermore, are there different ways of giving formative assessment in an English classroom? The primary method used h
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Ходцева, Алла Олександрівна, Алла Александровна Ходцева, and Alla Oleksandrivna Khodtseva. "Insights into Formative Assessment in ELT." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67243.

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Overall, the study reveals that, based on the students’ and the faculty members’ responses, the impact of assessment depends whether the assessment assesses (measures) what it intends to assess. Forms, environment, and the intended objectives of classroom assessment are the three main indicators of good assessment. The impact of assessment is significantly observable on students’ performance. The way students approach learning determines the way they think about classroom assignments and tests. Recent studies advocate for including students in the process of developing assessment tools
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Svenato, Giancarlo. ""How formative of you,teacher!"-Implementing formative assessment at Klara Södra Gymnasium." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28450.

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Hoti, Fjorda, and Knutsson Rose-Anna Johnson. "Formative bedömning - att äga sitt lärande / Formative assessment - to own your learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27583.

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Syftet med vårt examensarbete är att undersöka hur formativ bedömning används för att stötta elevers lärande i ämnet svenska.Våra frågeställningar är:• Hur kan lärare använda formativ bedömning?• Vilka uttryck har den formativa bedömningen?Vi har gjort en kvalitativ mindre strukturerad intervju med läraren Eva och hennes två elever Gabby och Fredrik samt läraren Bo och hans två elever Oskar och Cecilia. Dessutom har vi gjort en ostrukturerad observation på en av deras lektioner (Alvehus, 2013).Vår litteraturgenomgång visar att grunden för formativ bedömning vilar på de fem nyckelstrategierna.
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Dargusch, Joanne Mary. "Formative Assessment as Contextualised Practice: Insider Accounts." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366739.

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This thesis draws on a socio-cultural framework to investigate the nature and function of the formative assessment practices of Queensland teachers of Year 12 English. The thesis presents case reports that examine two teachers’ accounts of the practices they rely on in their Year 12 English classrooms to use assessment for learning. The final chapter of the thesis presents a reflection on the cases, examined against a critical review of literature and an examination of Queensland assessment policy relating to formative assessment. It provides key insights into the teachers’ formative assessmen
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Reid, Lesley. "Embedding formative assessment in the writing curriculum." Thesis, University of Strathclyde, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428165.

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This study investigates teachers' experience of using formative assessment to enhance pupil learning in writing. Teachers were presented with a cognitive resource comprising formative assessment principles, strategies and techniques. They were asked to integrate this with existing practice in teaching and assessing writing and to reflect on the process. A mentored action research approach was adopted in a project which involved ten class teachers and five promoted staff, working in upper primary classes in three Scottish schools. Teachers maintained reflective lesson logs and gathered examples
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Cooker, Lucy. "Formative (self-)assessment as autonomous language learning." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/13665/.

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While learner autonomy is often lauded as an important goal in language education, applied linguists have debated if it is a construct that has been given proper attention in terms of definition and assessment. In order to address this debate the researcher implemented a two-phase study within the context of higher education. Theories of learner autonomy, sustainable assessment and transformative learning guided the study design. In the research design, the nexus between language learner autonomy and assessment as learning was first explored in phase one of the study. Here survey methodology w
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Books on the topic "Formative assessment"

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Brookhart, Susan M. Exploring formative assessment. Association for Supervision and Curriculum Development, 2009.

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L, Andrade Heidi, and Cizek Gregory J, eds. Handbook of formative assessment. Routledge, 2010.

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Duss, Kevin. Formative Assessment and Feedback Tool. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29144-0.

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Harlen, Wynne. Enhancing inquiry through formative assessment. Edited by Brand Judith and Brown Ruth. Exploratorium, 2003.

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Marzano, Robert J. Formative assessment & standards-based grading. Solution Tree, 2010.

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Todd, Stanley, and Moore Elizabeth, eds. Short-cycle assessment: Improving student achievement through formative assessment. Eye On Education, 2008.

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Box, Cathy. Formative Assessment in United States Classrooms. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03092-6.

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Tuttle, Harry Grover. Successful student writing through formative assessment. Eye On Education, 2009.

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Tuttle, Harry Grover. Successful student writing through formative assessment. Eye On Education, 2009.

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Tuttle, Harry Grover. Successful student writing through formative assessment. Eye On Education, 2010.

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Book chapters on the topic "Formative assessment"

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Neumann, Knut. "Formative Assessment." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_49-3.

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Wood, Diana F. "Formative assessment." In Understanding Medical Education. John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch23.

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Neumann, Knut. "Formative Assessment." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_49.

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Green, Susan K. "Formative Assessment." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3141.

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McComas, William F. "Formative Assessment." In The Language of Science Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_40.

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Fowler, Yvonne. "Formative assessment." In The Critical Link 4. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/btl.70.28fow.

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Wood, Diana F. "Formative Assessment." In Understanding Medical Education. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.ch18.

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Clarkson, Rebecca, Charlotte Nohavicka, Laura Whiteman, and Katherine Childs. "Formative assessment." In Primary Teacher Solutions. Routledge, 2023. http://dx.doi.org/10.4324/9781003218098-7.

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Jones, Steven K., Robert K. Noyd, and Kenneth S. Sagendorf. "Formative Assessment." In Building a Pathway to Student Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003443315-10.

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Wood, Diana F. "Formative Assessment." In Understanding Medical Education. John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch25.

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Conference papers on the topic "Formative assessment"

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Sotáková, Ivana, Mária Ganajová, and Renáta Orosová. "TEACHERS' PERSPECTIVES ON FORMATIVE ASSESSMENT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1128.

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Rajasekar, Arjun, Sakshi Mallenahalli, Inzela Mirza, et al. "AI Framework for Scalable Automated Continuous Formative Assessment." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834316.

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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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Tomažič, Mateja. "Knowledge Evaluation: Formative Assessment." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.35.

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Salgueiro da Silva, M. A., and T. M. Seixas. "Formative assessment of laboratory work." In IEEE EUROCON 2011 - International Conference on Computer as a Tool. IEEE, 2011. http://dx.doi.org/10.1109/eurocon.2011.5929246.

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Tempelaar, Dirk T., André Heck, Hans Cuypers, Henk van der Kooij, and Evert van de Vrie. "Formative assessment and learning analytics." In the Third International Conference. ACM Press, 2013. http://dx.doi.org/10.1145/2460296.2460337.

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Duarte, Marina. "Formative assessment in b-learning." In the Second International Conference. ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669945.

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Mahfouz, Wassim, and Heinz-Dietrich Wuttke. "Automatic Classifiers for Formative Assessment." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028713.

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Kelly, Michael J., Suzanne Lassacher, and Laura M. Stanley. "Formative Evaluation of Engineering Designs Using Driver Performance in a Immersive Driving Simulator." In Driving Assessment Conference. University of Iowa, 2007. http://dx.doi.org/10.17077/drivingassessment.1272.

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Blaheta, Don. "Reinventing homework as cooperative, formative assessment." In the 45th ACM technical symposium. ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538915.

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Reports on the topic "Formative assessment"

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Green, Crystal, Clara Garcia-Millan, and Alicia Lucendo-Noriega. Formative Assessment: Improving Learning for Every Child. HundrED, 2022. http://dx.doi.org/10.58261/qfyv1635.

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Formative assessment is a powerful way to enhance student learning. All types of assessments form important aspects of the learning process. However, formative assessment provides a particular way of evaluating student learning as part of the learning process. The aim of formative assessment is to evaluate students’ learning in a way that promotes the developmental aspects of learning and teaching. In this report we take a look at the research behind formative assessment and highlight 14 innovations working to promote it globally.
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Powell, Mel. Formative e-assessment in Economics. The Economics Network, 2008. http://dx.doi.org/10.53593/n2496a.

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Namada, Juliana Mulaa, and Bernadatte Kamene Kiarie. Towards Authentic Online Assessment of Learner Performance at United States International University-Africa (USIU-Africa). Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.i4.

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Achieving authentic learner assessment is not an easy task. Online teaching and learning require assessment of both formative and summative assessment. The combination of the two types of assessments facilitates measurement of learning outcomes, application of knowledge, metacognition through reflection and self-assessment, interaction through collaborative activities, creation of new knowledge and achievement of higher order thinking which is a daunting task to many organizations. This study focused on moving towards achievement of authentic online assessment of learner performance. It sought
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Bauduin, Charity, Robert C. Schoen, Wendy Bray, Zachary M. Champagne, Naomi Iuhasz-Velez, and Amanda M. Tazaz. Formative Assessment Collaborative Team (FACT) Meetings. Florida Center for Research in Science, Technology, Engineering, and Mathematics, 2016. http://dx.doi.org/10.17125/fsu.1493410046.

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Miller, Nigel J. Alternative Forms of Formative and Summative Assessment. The Economics Network, 2017. http://dx.doi.org/10.53593/n790a.

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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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Otojanov, Ravshonbek. Using formative assessment in a VLE to improve student engagement (Video case study). The Economics Network, 2020. http://dx.doi.org/10.53593/n3317a.

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Jonathan, Supovitz, Ebby Caroline, and Sirinides Philip. Teacher Analysis of Student Knowledge (TASK): A Measure of Learning Trajectory-Oriented Formative Assessment. Consortium for Policy Research in Education, 2013. http://dx.doi.org/10.12698/cpre.2013.taskir01.

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Leech, Andrea. "What Does This Graph Mean?" Formative Assessment With Science Inquiry to Improve Data Analysis. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1537.

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Wittmann, Florian, Florian Roth, Miriam Hufnagl, Ralf Lindner, and Merve Yorulmaz. Towards a framework for impact assessment for mission-oriented innovation policies. A formative toolbox approach. Fteval - Austrian Platform for Research and Technology Policy Evaluation, 2022. http://dx.doi.org/10.22163/fteval.2022.540.

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Mission-oriented policies (MOIP) have become important means to foster transformative change in many countries. Yet, approaches for assessing these policies' impacts are still in their infancy, not least due to the complexity of MOIP. To address this gap, we propose a toolbox approach that supports policy-makers during policy design and implementation, and allows for an identification of potential impacts by a theory-based approach. To disentangle the complexity of missions, we first conceptualize MOIPs as multiple translation processes from mission formulation and design to implementation. Ea
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