Formative Assessment What Why and Whether

Transformative Assessment

In Chapter One of his book, Transformative Assessment, James Popham defines formative assessment as, "a planned process in which teachers or students use assessment-based evidence to adjust what they are currently doing" (p 6.). Overall, Popham uses this chapter to present a clear and detailed definition of exactly what formative assessment is and is not. His overview also offers a thorough explanation of the development of formative assessment and how it can be used in conjunction with accountability tests to improve student performance and test results.

Popham makes a compelling argument regarding the implementation of formative assessment. First, he makes the logical claim that teachers are typically likely to implement new instructional methods if they used successfully and recommended by other educators. In addition, because most teachers aim to help students learn, they will implement formative assessment to improve their overall instructional practice and learning outcomes. Popham, then, provides a thorough summary of the research that supports the use of formative assessment. Citing research that dates back to 1998, Popham notes that a very wide variety of research projects and academic studies have support the use of formative assessment. His use of a logical argument, subsequently supported by very convincing data, is both detailed and powerful.

I have seen both formative assessment and accountability tests used in the classroom setting. One case in which formative assessment was particularly useful was in a Humanities class. The teacher implemented a series of formative assessments during the writing and preparation of large term paper project. Students were required to complete small assignments to assess their understanding of the major concepts and requirements involved in the assignment. One requirement involved the development of a thesis, the other an outline of a paragraph, the last an outline of the term paper. When students had difficulty developing well-formed and detailed thesis statements the teacher took extra time to review sample theses and clarify the process. This second review prepared the students for the writing process and confirmed that they understood a key concept required to complete the final product. If the teacher had not used the formative assessment, the students, as a whole, may not have prepared well-constructed theses for their term papers. If we consider the thesis a critical building block in the writing process, we can assume that a formative assessment of thesis development can ensure that students have mastered this building block and are properly prepared to begin their term paper writing process. Without this key skill the entire process may occur without the necessary skills, causing poor learning outcomes.