ABSTRACT
This chapter focuses on assessment purposes oriented toward understanding and improving learning and teaching—that is, assessment as it takes place mostly within the classroom—but including both formative and summative orientations. Formative-oriented assessment can be distinguished roughly from summative in terms of what assessment is focused on; when assessment happens; types of assessment methods; the roles that students play; and types of assessment use. Perhaps the key formative assessment aim is to provide feedback both to students to enhance their learning and to teachers as a means for tailoring their instruction. A critical dimension of formative assessment is the involvement of learners actively and directly in the process and uses of assessment. Formative assessment involves using assessment processes and findings to make impacts on teaching, as well as learning. Any endeavor using assessment to inquire into student learning must proceed on the basis of a specification of what assessment is trying to achieve.
