Research Article
Do we really understand what formative assessment is? Examining the formative assessment definitions within the measurement and evaluation textbooks
Abstract
It was aimed to examine definitions made for the formative assessment within textbooks used for the measurement and evaluation courses of the teacher training programs. It was identified that there are 32 books which are currently accessible and have suitable content for teacher training programs. Based on the measurement and evaluations experts’ suggestions and publication dates of the books, the 17 out of 32 textbooks were selected for the study group. It was found out that the 17 textbooks focus on the two themes regarding the formative assessment: how to apply the formative assessment and utilize the results provided by it. The results brought out that the textbooks provide information about various aspects of the formative assessment such as aim, planning, content, application, and feedback process. In addition, the results of the current study revealed that in the textbooks used for measurement and evaluation courses of teacher training programs, there are some definitions including misconceptions and conflicting information with the related body of knowledge. This finding indicates that it is required to have textbooks including information on the formative assessment, which is consistent with the recent related literature and cognitive approach. Teachers also need textbooks guiding them towards appropriately applying the formative assessment in the classroom. In addition, instructors are recommended to be aware of that most of the textbooks currently utilized for the measurement and evaluation courses of the teacher training programs include important misconceptions about the formative assessment.
References
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- Kula-Kartal, S. (2022). Classroom assessment: The psychological and theoretical foundations of the FA. International Journal of Assessment Tools in Education, 9(Special Issue), 19-27. https://doi.org/10.21449/ijate.1127958
- Labuschagne, A. (2003). Qualitative research-airy fairy or fundamental?. The Qualitative Report, 8(1), 100-103. https://doi.org/10.46743/2160-3715/2003.1901
- Leighton, J. P. (2020). Cognitive diagnosis is not enough: the challenge of measuring learning with classroom assessments. S. M. Brookhart & J. H. McMillan (Eds.), Classroom assessment and educational measurement. (p. 170-191). Taylor & Francis.
- McMillan, J. H. (2020). Assessment information in context. S. M. Brookhart & J. H. McMillan (Eds.), Classroom assessment and educational measurement. (p. 79-94). Taylor & Francis
- Panadero, E., Andrade, H., & Brookhart, S. M. (2018). Fusing self-regulated learning and FA: a roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45, 13-31. https://doi.org/10.1007/s13384-018-0258-y
- Popham, W. J. (2011). Classroom assessment: What teachers need to know. Pearson.
- Rapley, T. (2007). Doing conversation, discourse and document analysis. SAGE Publications.
- Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. https://doi.org/10.3102/0013189X029007004
- Shepard, L. A. (2006). Classroom assessment. In R. L. Brennan (Ed.), Educational measurement (4th ed., pp. 623–646). Westport, CT: Greenwood Publishing Group.
- Shepard, L. A. (2020). Discussion of part II: Should “measurement” have a role in teacher learning about classroom assessment? S. M. Brookhart & J. H. McMillan (Eds.), Classroom assessment and educational measurement. (p. 192-206). Taylor & Francis.
- Shepard, L. A. & Penuel, W. R. (2018). Using learning and motivation theories to coherently link FA, grading practices, and large-scale assessment. Educational Measurement: Issues and Practice, 37(1), 21-34. https://doi.org/10.1111/emip.12189
- Wiliam, D. (2011). What is assessment for learning? Studies In Educational Evaluation, 37(1), 3-14. https://doi.org/10.1016/j.stueduc.2011.03.001
Year 2024,
Volume: 15 Issue: 1, 50 - 64, 31.03.2024
Abstract
References
- Black, P., & William, D. (1998). Assessment and classroom learning. assessment in education: principles, policy & practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
- Bowen, G.A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
- Brookhart, S. M (2020). Feedback and measurement. S. M. Brookhart & J. H. McMillan (Eds.), Classroom assessment and educational measurement. (p. 63-78). Taylor & Francis.
- Brookhart, S. M. & Helena, M. T. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice, 22(4), 5-12. https://doi.org/10.1111/j.1745-3992.2003.tb00139.x
- Chappuis, J. (2009). Seven strategies of assessment for learning. Pearson Education.
- Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. A. (2013). Classroom assessment for student learning. Pearson Education.
- Ferrara, S., Maxey-Moore, K., & Brookhart, S. M. (2020). Guidance in the standards for classroom assessment: useful or irrelevant? S. M. Brookhart & J. H. McMillan (Eds.), Classroom assessment and educational measurement. (p. 97-119). Taylor & Francis.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
- Kula-Kartal, S. (2021). Performans görevlerine ve portfolyoya dayalı durum belirleme. M. D. Şahin (Eds.), Eğitimde ölçme ve değerlendirme. (p. 175-206). Nobel Akademik Yayıncılık.
- Kula-Kartal, S. (2022). Classroom assessment: The psychological and theoretical foundations of the FA. International Journal of Assessment Tools in Education, 9(Special Issue), 19-27. https://doi.org/10.21449/ijate.1127958
- Labuschagne, A. (2003). Qualitative research-airy fairy or fundamental?. The Qualitative Report, 8(1), 100-103. https://doi.org/10.46743/2160-3715/2003.1901
- Leighton, J. P. (2020). Cognitive diagnosis is not enough: the challenge of measuring learning with classroom assessments. S. M. Brookhart & J. H. McMillan (Eds.), Classroom assessment and educational measurement. (p. 170-191). Taylor & Francis.
- McMillan, J. H. (2020). Assessment information in context. S. M. Brookhart & J. H. McMillan (Eds.), Classroom assessment and educational measurement. (p. 79-94). Taylor & Francis
- Panadero, E., Andrade, H., & Brookhart, S. M. (2018). Fusing self-regulated learning and FA: a roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45, 13-31. https://doi.org/10.1007/s13384-018-0258-y
- Popham, W. J. (2011). Classroom assessment: What teachers need to know. Pearson.
- Rapley, T. (2007). Doing conversation, discourse and document analysis. SAGE Publications.
- Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. https://doi.org/10.3102/0013189X029007004
- Shepard, L. A. (2006). Classroom assessment. In R. L. Brennan (Ed.), Educational measurement (4th ed., pp. 623–646). Westport, CT: Greenwood Publishing Group.
- Shepard, L. A. (2020). Discussion of part II: Should “measurement” have a role in teacher learning about classroom assessment? S. M. Brookhart & J. H. McMillan (Eds.), Classroom assessment and educational measurement. (p. 192-206). Taylor & Francis.
- Shepard, L. A. & Penuel, W. R. (2018). Using learning and motivation theories to coherently link FA, grading practices, and large-scale assessment. Educational Measurement: Issues and Practice, 37(1), 21-34. https://doi.org/10.1111/emip.12189
- Wiliam, D. (2011). What is assessment for learning? Studies In Educational Evaluation, 37(1), 3-14. https://doi.org/10.1016/j.stueduc.2011.03.001
There are 21 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Test Theories, Testing, Assessment and Psychometrics (Other) |
| Journal Section | Articles |
| Authors | |
| Publication Date | March 31, 2024 |
| Acceptance Date | March 5, 2024 |
| Published in Issue | Year 2024 Volume: 15 Issue: 1 |
