Successful Students' Formative and Summative Uses of Assessment Information

Susan M. Brookhart

232 citations0/0 files storedAssessment in Education Principles Policy and Practice

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Student Assessment and Feedback Evaluation of Teaching Practices Educational and Psychological Assessments

Abstract

The purpose of this study was to document successful students' perceptions about the formative and summative aspects of classroom assessments. Interviews with 50 students in high school English and Anatomy classes, about specific classroom assessment events, were coded according to students' descriptions of the formative and summative aspects of the assessments. These successful students engaged in self-assessment as a regular, ongoing process and actively tried to fit new information about their learning into their careers as students. They did not make neat distinctions between formative and summative assessment, but used assessment in a variety of integrated ways. This is consistent with their outlook on learning, which they reported viewing as one of their important life processes.

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References

1998Assessment and Classroom Learning 1989Formative assessment and the design of instructional systems 1991Learning Theories: An Educational Perspective 1988Achievement goals in the classroom: Students' learning strategies and motivation processes.1988The Impact of Classroom Evaluation Practices on Students 1998Formative Assessment: revisiting the territory 1993Making the grade: a self-worth perspective on motivation and school reform 1994Beyond Testing: Towards a Theory of Educational Assessment

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2003Critical Thinking in the Management Classroom: Bloom's Taxonomy as a Learning Tool 2003Understanding and Improving Teachers' Classroom Assessment Decision Making: Implications for Theory and Practice 2019Classroom assessment as the co-regulation of learning 2019Assessment and the co-regulation of learning in the classroom 2019Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning

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