ABSTRACT
Formative assessment practice lies at the heart of effective teaching and learning. Formative assessment fuels pupils’ motivation and confidence by enhancing the control and power that they have over their learning. It supports learning strategies that encourage the active participation of pupils. In our view, informed by social constructivist theory, the key elements are as follows:
Pupils should be provided with learning objectives, or ‘criteria’, expressed in language that they readily understand, which describe the intended learning outcomes of each module of course work.
To facilitate active involvement of pupils in assessing their achievements, mark schemes for classwork, homework, end of topic tests, etc. need to be disclosed to pupils and discussed with them. Pupils should be supported in marking and correcting their classwork, homework and test papers. It is desirable to involve pupils in varied forms of assessment that mesh with a wide range of learning styles; thus they may evaluate evidence provided by role play, pupil diaries, posters, audio and video-taped material, etc.
Pupils should review their progress continuously by identifying evidence of their achievement. Pro formas may be provided to support pupils in self-assessment of their work. A system for collating pro formas may support students’ maintenance of a portfolio of their best work.
Teachers should discuss with pupils the evidence that they present of their understanding and skills. The discussion should identify pupils’ strengths and weaknesses. Targets should be agreed with pupils to help guide their future work.
Pupils should participate in recording their achievements. Pupils’ self-assessment pro formas may be incorporated into their records of achievement and evidence from them may be included in pupil reports.
