Range of formal and informal assessment procedures conducted by teachers during the learning process
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Formative assessment, formative evaluation, formative feedback, or assessment for learning,[1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work. It also helps faculty recognize where students are struggling and address problems immediately.[2] It typically involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance.[3] It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.[4]
^"The Difference Between Assessment of and Assessment for Learning". November 2018.
^Crooks, T. (2001). "The Validity of Formative Assessments". British Educational Research Association Annual Conference, University of Leeds, September 13–15, 2001. Archived from the original on 2019-05-30. Retrieved 2006-08-17. {{cite journal}}: Cite journal requires |journal= (help)
^Huhta, Ari (2010). "Diagnostic and Formative Assessment". In Spolsky, Bernard; Hult, Francis M. (eds.). The Handbook of Educational Linguistics. Oxford, UK: Blackwell. pp. 469–482.
^Shepard, Lorrie A. (2005). "Formative assessment: Caveat emptor" (PDF). ETS Invitational Conference The Future of Assessment: Shaping Teaching and Learning, New York, October 10–11, 2005. Archived from the original (PDF) on 7 October 2011. Retrieved 25 August 2011. {{cite journal}}: Cite journal requires |journal= (help)
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