ABSTRACT
This chapter examines how, when the assessment relationship is changed in formative assessment, students can be empowered to be active agents in their own learning. It provides background on formative assessment, which is followed by a discussion of the "spirit" and the "letter" of formative assessment that has direct bearing on student agency. The chapter focuses on implications for policy, practice, and research. It addresses feedback as a core practice of formative assessment and of student agency, and describes a learning culture to support student agency. The practical implementation of formative assessment includes sharing learning goals and success criteria with students, obtaining evidence of learning while learning is taking place, self-assessment, and timely feedback from teachers and peers. The chapter shows that the fundamental practices of formative assessment constitute a powerful basis for the development of college- and career-ready competencies and the development of students as lifelong learners.
