Why aren’t teachers using formative assessment? What can be done about it?

Abstract

Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in practice. In response, this article outlines the design and development of a formative assessment framework that can be implemented as a consistent whole-school approach to embedding practice that is owned and developed by teachers. The approach outlined in the framework, therefore, is designed to integrate formative assessment practices within a school system context, providing advice and support to school leaders and teachers. The framework in practice should act to enable teachers and students to develop new understandings and perspectives about each other and the nature of teaching and learning, as well as ways to implement new practices of teaching and learning supported by reflective modes of active participation.

Formative assessment in higher education: an exploratory study within programs for professionals in education

“…The social difficulties that can arise from formative assessment is a main concern (Biesma et al, 2019). Additionally, both Koka et al (2017) and Bond et al (2020) stressed that formative assessment is not effective if not used regularly and Crossouard and Pryor (2012) emphasized that unexamined theories related to formative assessment can be implicit in practice and potentially narrow the educational possibilities of an intervention. Similarly, Morris et al (2021), following Yorke (2003), question the most effective assessment approaches for higher education students, because there is a lack of clarity across higher education.…”

From Assessment for Learning to Assessment for Expansion: Proposing a New Paradigm of Assessment as a Sociocultural Practice

“…Formative assessment tends to rely on the efforts of individual teachers, but to implement it sustainably, school-based professional development should be conducted so that teachers can continuously help each other while building cohesion (Bond et al, 2020;DeLuca et al, 2012). Davis et al (2014) note that assessment is important in supporting adult learning and the systems in which adults work and explore the role of leaders.…”

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

“…Dixon et al (2014) argue that teacher efficacy (a teacher's belief or judgement of their own capabilities) underpins the ability to differentiate instruction effectively, with efficacy dependent on PCK. Effective differentiation of the curriculum is also underpinned by formative assessment, which offers the teacher insight into what students already know and what they need to know (Bond et al, 2020;Tomlinson, 2014). Formative assessment provides information about the learning process that informs instructional decisions made by the teacher and encourages students to improve their performance (Wiliam, 2011).…”

“…Formative assessment has the potential to contribute significantly to student outcomes and is a critical element of teacher practice (Andersson & Palm, 2018;Bond et al, 2020). However, despite much research indicating that formative assessment can lead to improvements in student achievement and that it plays a critical role in a teacher's ability to differentiate instruction, the suggested outcomes in research-and resulting teacher understanding of formative assessment-have not been achieved due to a lack of effective implementation (Andersson & Palm, 2017;Bennett, 2011;Black, 2015).…”

“…Due to the lack of formative assessment guidance, teachers are not encouraged and supported to implement world-class formative assessment practices that are known to be effective. Additionally, formative assessment in the curriculum is little more than a formal statement of significance and general principles (see discussion in Bond et al, 2020). Wiliam (2011) states that there are three types of feedback that are essential for formative assessment, especially in the differentiated classroom.…”