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Links - Papers and Articles - Formative and Summative Assessment
- Formative and Summative Assessment
Aitken, R. (1999). Teacher perceptions of the use and value of formative assessment in secondary English programmes. Paper presented at the Australian Association for Research in Education (AARE) Conference, Melbourne . 
Askham, P. (1997). An instrumental response to the instrumental student: assessment for learning. Studies in Educational Evaluation 23(4), 299-317.
Belanger, J., Allingham, P. V., & Bechervaise, N. E. (2004). When will we ever learn? The case for formative assessment supporting writing development. English in Australia , 141, 41-48. 
Berry , R. (2004). Teachers' perceptions of their roles and their students' roles in the formative assessment process. Paper presented at the AARE Conference, 8 November - 2 December, Melbourne .
Black, P. (2001). Formative assessment and curriculum consequences. In D. Scott (Ed.), Curriculum and assessment (pp. 7-23). London: Ablex Publishing.
Black, P. (2005). Formative assessment: views through different lenses.
The Curriculum Journal, 16(2), 133-135.
The article discusses developments related to formative assessment in
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5 (1), 68-74
This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80 (2), 139-148.
Black, P., & Wiliam, D. (2003). 'In praise of educational research': formative assessment, British Educational Research Journal, Vol. 29(5), pp. 623-637.
The authors trace the development of the King's Formative Assessment Programme from its origins to the present day. They discuss the practical issues involved in reviewing research and outline the strategies that were used to try to communicate the findings to as wide an audience as possible.
Black, P., & Wiliam, D. (2004). Classroom Assessment Is Not (Necessarily) Formative Assessment (and Vice-versa). Yearbook of the National Society for the Study of Education. 103(2), 183-187.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). The nature and value of formative assessment for learning. Paper presented at the Annual Meeting of the American Educational Research Association,
The this paper has two foci. The first is to present an account of how we developed formative assessment practices with a group of 36 teachers. The second focus is on the ways in which these teachers struggled with the interface between formative assessment and summative testing
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Formative and summative assessment: Can they serve learning together ? Paper presented at the Annual Meeting of the American Educational Research Association, Chicago
The first part of this paper presents an account of how we developed formative assessment practices with a group of 36 teachers. The second part then explores the formative–summative interface starting with an account of how the project’s teachers struggled to reconcile their improved formative assessment with the pressures of high-stakes summative testing.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). A Successful Intervention – Why Did It Work ? Paper presented at the Annual Meeting of the American Educational Research Association,
This paper gives an account of a project which, starting from an extensive review of research on classroom formative assessment, carried through, in collaboration with 36 teachers, a development of the practical application of the lessons from research to their normal classroom work.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working Inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan. 86(1), 9-21.
Bone, A. (2005). The impact of formative assessment on student learning: a law-based study. Paper presented at 7th Annual Conference of the Learning in Law Initiative.
Presents the objectives of the formative assessment project and explores possibilities for providing feedback which will enable the enhancement of learning whilst not being too time consuming.
This article addresses the benefits of formative assessment and provides examples and resources to support its implementation.
Box, I. (2003). Using formative assessment and the feedback process as an approach to the learning of software development review and quality assurance skills. Paper presented at the Higher Education Research and Development Society of Australasia (HERDSA) Annual Conference, 6-9 July, Christchurch , New Zealand .
Brass, K. & Pilven, P. (1999). Using timely feedback on student progress to facilitate learning. In 'Cornerstones : what do we value in higher education? Proceedings'. Canberra : Higher Education Research and Development Society of Australasia
Carless, D. (2005). Prospects for the implementation of assessment for learning. Assessment in Education, 12(1), 39-54.
This paper analyses aspects of a
Centre for Educational Research and Innovation (2005) Formative assessment: improving learning in secondary classrooms.
Chappuis, J. ( 2005 ). Helping Students Understand Assessment. Educational Leadership, 63 ( 3 ), 39 - 43 .
Chappuis, S. (2005). Is Formative Assessment Losing Its Meaning? Education Week, 24(44), 38.
A brief comment on the relevance of formative assessment in education
Clarke, S., McCallum, B., & Lopez-Charles, G. (2001). Gillingham Partnership formative assessment project: interim report.
Part 1 - Part 2 - Part 3
A report on an evaluation project on formative assessment strategies in the
Conlon, T. (2006). Formative Assessment of Classroom Concept Maps: The Reasonable Fallible Analyser. Journal of Interactive Learning Research. 17(1), 15-36.
Dekker, T. & Feijs, E. ( 2005 ). Scaling up strategies for change: change in formative assessment practices. Assessment in Education: Principles, Policy & Practice, 12 ( 3 ), 237 - 254 .
Ecclestone, K., & Pryor, J. (2003). 'Learning Careers' or 'Assessment Careers'? The Impact of Assessment Systems on Learning. British Educational Research Journal 29 (4), 471-488.
This article highlight some key factors in 'learning careers', particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education. The article evaluates whether the concept of 'assessment careers' illuminates a specific strand and offers more precise insights about how practices produced by different assessment systems.
Elwood, J., & Klenowski, V. (2002), Creating Communities of Shared Practice: the challenges of assessment use in learning and teaching, Assessment and Evaluation in Higher Education, 27(3), 243-256.
The focus of the research was to integrate current research evidence within educational assessment into our own professional practice. Such research suggests that to improve learning and indeed teaching, educational assessment must be formative in both function and purpose and must put the student at the centre of the assessment process.
Hodgen, J., & Marshall, B. (2005). Assessment for learning in English and mathematics: a comparison. The Curriculum Journal, 16(2), 155-176.
This article undertakes a comparison of the lessons in order better to understand how these significant differences affect the realization of formative assessment in the classroom, and in doing so finds much common ground which might be the starting point for future dialogue between the disciplines.
Holmes-Smith, P. (2005). Assessment for learning: Using Statewide - Literacy & Numeracy tests as diagnostic tools ~ Philip Holmes-Smith. Paper presented at Australian Council for Educational Research (ACER) Research Conference 2005.
The author believes that the standards of learning could be raised by supporting classroom teachers to make better use of formative assessment, and Literacy & Numeracy tests being the diagnostic tools is a good place to start with.
Izard, J. F. (2004). Best practice in assessment for learning. Paper presented at the Third Conference of the Association of Commonwealth Examinations and Accreditation Bodies on Redefining the Roles of Educational Assessment,
This paper looks at the requirements for using assessment for teaching and learning and addresses threats to the validity of assessments to evaluate progress. These threats include failure to use appropriate samples of tasks in assessments, use of uncalibrated tasks, and inappropriate scoring procedures and methods of interpreting data.
Izard, J., & Jeffery, P. (2003). Testing for Teaching: A longitudinal formative assessment project. Paper presented at the joint NZARE-AARE Conference in
This paper is a progress report on an on-going longitudinal, public-private project. The project involves establishing a climate for change to a model of formative assessment practices in the school, assisting teachers to select appropriate instruments, publishing those instruments, collecting and publishing item response model [IRM] data for the instruments, applying them annually and facilitating follow-up teaching using the results.
Jones, C. A. (2005). Assessment for learning.
Teachers make professional judgments on learners' performance in every teaching and learning session undertaken, whether consciously or subconsciously. Using these professional judgments and translating them into feedback on the quality of individuals' work is the focus of the Assessment for Learning strategy. By concentrating on the learner and the quality of learning in individual classroom sessions, this publication supports practitioners striving for improved teacher-led assessment.
Judith A. M. (2005). Using Science Notebooks To Promote Preservice Teachers' Understanding of Formative Assessment. Issues in Teacher Education. 14(1), 5-21.
Leung, C. (2004). Developing formative assessment: Knowledge, practice and change. Language assessment quarterly, 1 (1), 19-42.
Parry, J. (2005). Making formative assessment work. British Journal of Educational Technology, 36(2), 350-351.
Peat, M., & Franklin , S. (2003). Has student learning been improved by the use of online and offline formative assessment opportunities? Australian Journal of Educational Technology, 19(1), 87-99.
Peat, M., Franklin , S., Devlin, M., & Charles, M. (2005). Revisiting the impact of formative assessment opportunities on student learning. Australasian Journal of Educational Technology, 21(1), 102-117.
Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233-265.
The focus of this paper is on the implementation of Dynamic Assessment (henceforth, DA) in the L2 classroom setting
Pope, N. (2001). An Examination of the Use of Peer Rating for Formative Assessment in the Context of the Theory of Consumption Values. Assessment & Evaluation in Higher Education, 26(3), 235-246.
Priestley, M. & Sime, D. ( 2005 ). Formative assessment for all: a whole-school approach to pedagogic change. Curriculum Journal, 16 ( 4 ), 475 - 492 .
Pryor, J., & Crossouard, B. (2005). A sociocultural theorization of formative assessment. Paper presented at the Sociocultural Theory in Educational Research and Practice Conference (8th and
Pryor, J. (2005). Making formative assessment work: effective practice in the primary classroom. Assessment in Education. 12(2), 213.
Rea-Dickins, P., &
Alternative link : http://www.swetswise.com/eAccess/viewFulltext.do?articleID=7796454
This article explores the nature of formative assessment in a primary (elementary) language learning context.
Rolfe,
This paper describes the purpose, benefits, and practicalities of formative assessment; whilst the discussion is derived from our experience at the Newcastle University Medical School, Australia, the principles are by no means confined to problem-based curricula.
Roos, B., & Hamilton, D. (2005) Formative assessment: a cybernetic viewpoint, Assessment in Education, 12 (1), 7-20.
This paper considers alternative assessment, feedback and cybernetics. It suggests that different conceptions of mind lie behind these tensions and, to mark the autonomy and integrity of formative assessment, it offers an alternative, univalent descriptor: 'constructivist assessment'.
Rushton, A. (2005). Formative assessment: a key to deep learning?
Medical Teacher, 27(6). 509-513.
This paper evaluates the pedagogical implications of formative assessment to deep learning. A constructivist approach, emphasizing the principles of adult learning and placing emphasis on the student is advocated
Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18 , 119 - 144
This paper identifies four successive phases in the study of written feedback to students' compositions. The studies included in these phases are distinguished by views of writing instruction reflected in their theoretical frameworks
Sadler, R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policies and Practice, 5 (1), 77 - 85
The review article by Black & Wiliam (1998) draws together research carried out since 1988 on the effectiveness of what is increasingly being termed formative assessment. This refers to assessment that is specifically intended to provide feedback on performance to improve and accelerate learning.
Sausner, R. (2005). Making Assessments WORK. District Administration, 41(8), 31-34.
Discusses the popularity of the formative assessment of students in the U.S with assessment model in the statistical analysis of standardized test results
Shepard, L. A. ( 2005 ). Linking Formative Assessment to Scaffolding. Educational Leadership, 63 ( 3 ), 70 - 75 .
Stiggins, R., & Chappuis. S. (2005). Putting Testing in Perspective: It's for Learning. Principal Leadership. 6(2), 16-20.
Threlfall, J. (2005). The Formative use of Assessment Information in Planning! The Notion of Contingent Planning. British Journal of Educational Studies, 53(1) 54-65.
This article is concerned with the relationship between assessment information and teacher planning, the reasons behind the shift will be examined.!¢DContingent planning!| will be proposed as a mechanism for using assessment information in a planning context.
Van den Berg, E. (2003). Teaching, learning, and quick feedback methods. Australian Science Teachers Journal, 49(2), 28-34.
Wininger, S. R. (2005). Teacher Candidates' Exposure to Formative Assessment in Educational Psychology Textbooks: A Content Analysis. Educational Assessment 10(1), 19-37.
The purpose of this article is to define formative assessment, outline what is known about the prevalence of formative assessment implementation in the classroom, establish the importance of formative assessment with regards to student motivation and achievement, and present the results of a content analysis of current educational psychology textbooks
Yorke, M. (2001). Formative assessment and its relevance to retention. Higher Education Research and Development, 20(2), 115-126.
Yorke, M. (2005). Formative Assessment in Higher Education:Its Significance for Employability, and Steps Towards Its Enhancement. Tertiary Education and Management. 11(3), 219.
Assessment Reform Group. (2002). Testing, motivation and learning. Cambridge: University of Cambridge
This resource is a review of research on summative evaluation ¡X the assessment of learning that has taken place ¡X and its relationship with the motivation to learn.
Assessment Reform Group. (2005). ASF Working Paper 1 : Aims and outcomes of the first year's work of the project
The Assessment Systems for the Future (ASF) project is a project of the Assessment Reform Group ARG. Its focus is summative assessment and the role that assessment by teachers can take in it.
Assessment Reform Group. (2005). ASF Working Paper 2: Summative assessment by teachers: evidence from research and its implications
This paper summarises the research evidence revealed by the latest in a series of reviews of research that have explored what can be learned from research studies of the uses of assessment in education.
Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment? Assessment in Education, 5(1), 103-110.
The article looks at the contribution assessment which makes towards better learning and attempts a synthesis between theoretical and practical issues
Bondemark, L., Knutsson, K., & Brown, G. (2004). A self-directed summative examination in problem-based learning in dentistry: a new approach. Medical Teacher, 26(1), 46-51.
This paper describes and evaluates a new method of assessment in PBL, which was developed with two cohorts of dental students
Harlen, W. & James, M. (1997). Assessment and Learning: differences and relationships between formative and summative assessment. Assessment in Education, 4, 3, pp. 365- 381.
The aim of this paper is to share concerns that arise from the particular approaches to assessment adopted in the countries of the
Harlen, W. (2004) A systematic review of the evidence of reliability and validity of assessment by teachers used for summative purposes (EPPI-Centre Review). In Research Evidence in Education Library. Issue 3. London: EPPI-Centre, Social Science Research Unit, Institute of Education.
This review was undertaken to provide some research evidence about the dependability of summative assessment by teachers and the conditions that affect it
Harlen, W. (2004) A systematic review of the evidence of the impact on students, teachers and the curriculum of the process of using assessment by teachers for summative purposes (EPPI-Centre Review). In Research Evidence in Education Library. Issue 4. London: EPPI-Centre, Social Science Research Unit, Institute of Education.
The aim of this review was to investigate the extent to which educational research provides evidence of the nature of the impact of teachers summative assessment in three areas: on students, on teachers and on the curriculum. Evidence on the particular circumstances of impact was sought so that, where trustworthy evidence was found, implications for policy and practice could be identified.
Harlen, W. (2005). Trusting teachers' judgement: research evidence of the reliability and validity of teachers!| assessment used for summative purposes. Research Papers in Education, 20(3), 245-270.
This paper summarizes the findings of a systematic review of research on the reliability and validity of teachers!| assessment used for summative purposes
Harlen, W. & Deakin Crick, R. (2002) A systematic review of the impact of summative assessment and tests on students' motivation for learning ( EPPI-Centre Review) In: Research Evidence in Education Library, Issue 1 . London: EPPI-Centre, Social Science Research Unit, Institute of Education
This systematic review was prompted by concern to identify the impact of summative assessment and testing, which has burgeoned in many countries in the past decade, on students' motivation for learning.
Harlen, W., & Crick, R. D. (2003). Testing and Motivation for Learning. Assessment in Education: Principles, Policy & Practice, 10(2), 169-207.
The paper describes the systematic methodology of the review and sets out the evidence base for the findings, which serve to substantiate the concern about the impact of summative assessment on motivation for learning
Johnston, B. (2004). Summative assessment of portfolios: an examination of different approaches to agreement over outcomes, Studies in Higher Education, 29(3), 395-412.
This article examines research findings in summative assessment of portfolios. The purpose of this article is to clarify the choices facing assessors. The underlying issues raised here have relevance to other methods of assessment, apart from portfolios
Knight, P. T. (2002). Summative Assessment in Higher Education: practices in disarray. Studies in Higher Education, 27(3), 275-286.
The article begins with a view of learning and of what its assessment entails, arguing that it is helpful to distinguish between assessment systems primarily intended to provide feedout and those intended to provide feedback
Magin, D. & Helmore, P. (2001). Peer and Teacher Assessments of Oral Presentation Skills: how reliable are they? Studies in Higher Education. 26 (3), 287¡V298.
This article reports findings on the reliabilities of peer and teacher summative assessments of engineering students' oral presentation skills in a fourth year communications subject.
McMahon, T. (1999) Using negotiation in summative assessment to encourage critical thinking. Teaching in Higher Education. 4(4), 549-555.
This article argues for the use of self-assessment to break this conformist tendency and encourage critical thinking.
Murphy, D, & Lough, M. (2005). Criterion audit: dilemmas in teaching and assessment. Education for Primary Care. 16(2). 141-149.
This study assessed trainers' ability to identify criterion audit cycle projects judged to be below a standard acceptable for summative assessment by trained audit markers.
Taras, M. (2001). The Use of Tutor Feedback and Student Self-assessment in Summative Assessment Tasks: towards transparency for students and for tutors, Assessment & Evaluation in Higher Education, 26(6), 605-614.
This paper examines the case for a variation of student self-assessment which has been used across a wide range of subject areas and different types of assessment in higher education in
Vizcarro, C., & Vos, H.J. (2002). New developments in the assessment of learning: where are we? International. Journal of Continuing Engineering Education and Life-Long Learning, 12, 1-30.
The paper analyses the context in which recent developments in the assessment of learning have evolved. At the same time, performance assessment principles and classical theories in the assessment of learning are reviewed, compared and their strengths and weaknesses evaluated.
Wiliam, D. ( 2001 ). What is wrong with our educational assessment and what can be done about it? Education Review; 15 ( 1 ), 57 - 62.
Formative and Summative Assessment
Black, P. & Wiliam, D. (2005) Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices. The Curriculum Journal, 16(2), 249-261.
This article outlines the main assessment traditions in four countries !V England,
Black, P. (2003). Formative and Summative Assessment : Can They Serve Learning Together ? Paper presented at the annual convention of the American Educational Research Association, Chicago.
The first part of this paper presents an account of how we developed formative assessment practices with a group of 36 teachers. The second part then explores the formative¡Vsummative interface starting with an account of how the project¡¦s teachers struggled to reconcile their improved formative assessment with the pressures of high-stakes summative testing.
Boud, D. (1994). Assessment and learning: contradictory or complementary. Keynote address to ¡¥Assessment for learning in higher education: responding to and initiating change¡¦, Conference of the Staff and Educational Development Association, Telford, 16-18 May
The paper starts from the premise that assessment for accreditation or certification cannot be separated from assessment for learning. Followed by discussion to show that assessment and learning are in an uneasy state of tension at present but that it is possible to move towards complementarity. From there, assessment is viewed in terms of consequences, the development of thinking about assessment is considered and the important, but neglected, issue of language in assessment is explored. Some critical reflection questions are raised at the end of the paper.
Brookhart, S. M. (2001). Successful Students' Formative and Summative Uses of Assessment Information. Assessment in Education, 8(2), 153-169.
The purpose of this study was to document successful students' perceptions about the formative and summative aspects of classroom assessments
Carless, D. R. (2002). The 'Mini-Viva' as a Tool to Enhance Assessment for Learning. Assessment & Evaluation in Higher Education, 27(4), 353-363.
This paper reports on an action research project which aimed to promote assessment for learning within a summative assignment. A particular focus was on a 'mini-viva', whereby students explained and justified to the lecturer selected aspects of their assignment after it was submitted but before a mark was awarded.
Davies P. (2002) Levels of Attainment in Geography, Assessment in Education, 9(2): 185-204.
his paper reviews the basis for descriptions of attainment in geography and develops descriptions which could contribute to further development of descriptions appropriate to formative and summative assessment
Harlen, W. (1999b). Purposes and Procedures for Assessing Science Process Skills. Assessment in Education, 6(1): 129-144.
Presents information on a study which discusses the purposes and procedures of assessing science process skills
Harlen, W. (2005) Teachers' summative practices and assessment for learning - tensions and synergies. The Curriculum Journal, 16(2), 207-223.
This article concerns the use of assessment for learning (formative assessment) and assessment of learning (summative assessment), and how one can affect the other in either positive or negative ways.
Harlen, W. (2005). Formative and summative assessment ¡V a harmonious relationship? Paper presented at the ASF Seminar, Fitzwilliam College, Cambridge, 11-12 January.
This paper explores the extent to which assessment information can be used for both summative and formative purposes, without the use for one purpose endangering the effectiveness of use for the other.
Harlen, W., & James, M. (1996). Creating a positive impact of assessment on learning. Paper presented at the Annual Meeting of the American Educational Research Association (April 8-12, 1996), New York.
Harlen, W., & James, M. (1997). Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy and Practice, 4(3), 365¡V379.
The central argument of this paper is that the formative and summative purposes of assessment have become confused in practice and that as a consequence assessment fails to have a truly formative role in learning
Miller, N.(2002). Alternative Forms of Formative and Summative Assessment.
The primary aim of this chapter is to provide economics lecturers and tutors with practical suggestions on ways of improving the process of assessment. In particular, the emphasis is on assessment strategies that promote a wide range of transferable skills !V in light of the increasing pressure on departments to develop skills that are more widely relevant to the workplace.
Nitko, A. J. (1994). Curriculum-based criterion - Referenced continuous assessment: A framework for the concepts and procedures of using continuous assessment for formative and summative evaluation of student learning. Paper presented at the International Meeting of the Association for the Study of Educational Evaluation ( 2nd July 1994 ), Pretoria , South Africa .
Reedy, R. (1995). Formative and summative assessment: A possible alternative to the grading-reporting dilemma. NASSP Bulletin, 79(573), 47-51.
The article discuss on how the evaluation during the summative phase and the teachers's formative evaluation provides non-threatening feedback
Steven R. Wininger. (2005) Using Your Tests to Teach: Formative Summative Assessment. Teaching of Psychology 32:3, 164-166.
Two studies supported the efficacy of a structured method for providing students with feedback on exams and means of using the teaching potential of exams, collectively referred to as formative summative assessment (FSA). Other benefits of this method and suggestions for variations of the method as well as future research ideas will also present.
Steward, B. L., S. K. Mickelson, & T. J. Brumm. (2004). Formative and Summative Assessment Techniques for Continuous Agricultural Technology Classroom Improvement. NACTA Journal. 48(2): 33-41.
The article presents that multiple assessments were helpful for a new instructor to gain understanding of how students learned and what methods were perceived as helpful for learning. Formative assessment helped the instructor also quickly understand where students had difficulties learning and enabled improvements during the courses.
Stiggins, R. J. (2002). Assessment Crisis: The Absence Of Assessment FOR Learning. Phi Delta Kappan. 83 (10), 758-765.
The author believes that if we wish to maximize student achievement in the
Stiggins, R. ( 2005 ). From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools. Phi Delta Kappan, 87 ( 4 ), 324 - 328 .
Taras , M. (2005). Assessment - Summative and formative - Some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478.
Wiliam, D. and Black P. (1996). Meanings and consequences: a basis for distinguishing formative and summative assessment. British Educational Research Journal 22 (5) 537 - 548
Tensions between summative and formative functions of assessment are illustrated in the context of the National Curriculum, and although it is shown that such tensions will always exist, it is suggested that the separation of the elicitation of evidence from its interpretation can mitigate that tension.
Winter, J. (2003). thematic review The changing prepositions of assessment practice: assessment of, for and as learning, British Educational Research Journal, 29(5), 767-772.
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