Student Role In Formative Assessment

The role of the student

The role of the student in formative assessment is twofold ‒ they can be a resource to other students and they can be involved as assessors of their own learning. The concept of student self-assessment is supported by credible research and near unanimous support from the educational community (Stiggins & Chappuis 2005). However, assessment is still largely considered a teacher-centred task done for and by teachers. For example, the commonly cited purpose of formative assessment is to provide information about student learning that guides teachers in adjusting instruction. Although an important function, this simplistic rendition of formative assessment does not take into account the powerful and equally valuable

However, for the successful adoption of formative assessment practices, change is required in teachers’ attitudes and beliefs towards students. In order for teachers to overcome the tension that exists between high-stakes summative assessment and formative assessment, effective teachers must strive to amalgamate the two forms of assessment into their practice. Consequently, teachers must possess certain skills and expertise. As Margaret Heritage asserts ‘four basic elements of teacher knowledge are critical: 1) domain knowledge, 2) pedagogical content knowledge, 3) knowledge of students' previous learning, and 4) knowledge of assessment’ (Heritage, 2007, p.144). The skills that teachers must have include: teaching students how to assess their own learning and the learning of others, establishing a classroom culture that supports peer and self-assessment, and drawing inferences from students’ responses and carefully analysing them in relation to the success

DeLuca, Luu, Sun and Klinger (2012) identify the following barriers: (a) misalignment in educational and assessment priorities; (b) conceptual confusions; (c) differences in letter and spirit of formative assessment; (d) teachers’ and students’ perceptions; and (e) practical barriers to integration. The use of formative assessment can only be understood in the cultural, social, economic, and political contexts in which it seeks to operate. For example, in Australia, summative assessments and large-scale national assessments (NAPLAN) still dominate the educational context and discourse (OECD 2011).This suggests that there is a perceived misalignment between fundamental assessment priorities and the integration of formative assessment. This presents educational reformers with a considerable barrier to overcome if the widespread misconceptions about formative assessment theory and its practices are to be