‘Restricted’ and ‘Extended’ Formative Assessment: Towards Contextually Grounded Models
In this chapter I put forward the case that different variations of formative assessment are needed for different settings. Following from this, the main thrust of the chapter is to suggest that formative assessment might usefully be seen as a continuum ranging from ‘restricted’ to ‘extended’ forms. The terms ‘restricted’ and ‘extended’ are used in this chapter to denote the enactment of the formative assessment innovation: ‘restricted’ denotes a more diluted, pragmatic perspective; ‘extended’ represents a more ambitious one. Contextual factors are key drivers of whether more ‘restricted’ or more ‘extended’ forms are likely to be more feasible in a given setting.