Thursday, October 23, 2014
Recently I read a piece by Bennett (2011) questioning the true impact of formative assessment. And, while I appreciate the powerful questions he asked, there are also some significant, unstated assumptions. One of those assumptions is that there is a lack of observational evidence to inform the work of teachers and others. And, that this lack undermines the process of formative assessment.
While I can’t speak to his experiences, I can speak to my experience in this regard. In my work over the past 30 years, formative assessment is considered within the larger context of classroom assessment (Davies, 2000, 2011). In Canada, for example, many policy documents have taken the stance that classroom assessment – which includes both formative and summative assessment – is actually a research undertaking. That is, classroom teachers need to triangulate their data much the way social scientists do (see, for example, Lincoln and Guba, 1984).
You might want to read more about this in Anne’s newest blog posting, Does Classroom Assessment Work?
You may want to learn more about the ways we can serve and support your community of learners. Contact us to explore how our resources, ideas, web conferences, and in-person support can help you make 2014-15 a year to remember.
All our best,
Anne, Sandra, and Brenda