Assessment: formative and classroom-based

Nikki Booth | View as single page | Feedback/Impact
Assessment: formative and classroom-based
How to use this guide
About this guide
Evidence
Origins and Definitions
Contextual matters
Pedagogical interventions
Case studies
References
From formative evaluation to formative assessment
Why hasn’t formative assessment had the impact it promised?
Learning intentions and success criteria
King’s-Medway-Oxfordshire Formative Assessment Project (KMOFAP)
What is assessment?
Validity and reliability in assessment
Gathering quality evidence of pupil learning
Embedding Formative Assessment programme (Education Endowment Fund)
Defining formative assessment
Providing feedback to move teaching and learning forward
Deferences between formative assessment and Assessment for Learning (AfL)
Peer- and self-assessment
Short-cycle formative assessment framework
Medium-cycle formative assessment
Long-cycle formative assessment
Strength of Evidence
Transferability
Areas for further research
Editor's Comments
Online communities

Areas for further research

Classroom-based formative assessment is a popular topic in educational discourse with a wide literature base. There is still work to be done, however, on subject-specific formative assessment practices and the contexts of which they occur to impact positively on the teaching and learning cycle. As such, we very much welcome examples of classroom-based formative assessment. These could be, for example: video or audio recordings; PowerPoint slides; student work; and so on.

Please email enquiries@meshguides.org if you would like to share any examples.