Skip to main content
SpringerLink
Log in

A critical analysis of the use of formative assessment in schools

  • Original Article
  • Published:
Educational Research for Policy and Practice Aims and scope Submit manuscript

Abstract

The literature is replete with exhortations about the need for teachers to use formative assessment. Clearly there are many advantages in doing so. Yet, empirical studies reveal that there is very little evidence that formative assessment is used frequently in classrooms. It is necessary to examine the reasons, why this is the case and to look for possible solutions to the problem.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Bangert-Drowns R.L., Kulick J.A., Morgan M.T. (1991) Instructional effect of feedback in test-like events. Review of Educational Research 61(2): 213–238

    Article  Google Scholar 

  • Black P., Wiliam D. (1998) Assessment and classroom learning. Assessment in Education 5(1): 7–74

    Article  Google Scholar 

  • Boston C. (2002) The concept of formative assessment. Practical assessment, Research and Evaluation 8(9): 1–6. ERIC Clearinghouse on Assessment and Evaluation.

    Google Scholar 

  • Clarke S. (2001) Unlocking formative assessment. Hodder and Stoughton, London

    Google Scholar 

  • Fair Test Examiner (1999). The value of formative assessment.Available from http//www.fairtest.org/examarts/winter99/k-forma3.html.

  • Fontana D., Fernandes M. (1994) Improvements in mathematics performance as a consequence of self-assessment in Portuguese primary school pupils. British Journal of Educational Psychology 64(3): 407–417

    Google Scholar 

  • Fuhrman S.H., Elmore R.F. (eds) (2004) Redesigning accountability systems for education. Teachers College Press, New York

    Google Scholar 

  • Goldberg M.D. (2004) The test mass. Phi Delta Kappan 85(5): 361–369

    Google Scholar 

  • Harnisch D.L., Mabry L. (1993) Issues in the development and evaluation of alternative assessments. Journal of Curriculum Studies 25(2): 179–187

    Google Scholar 

  • Kennedy, K. J., Chan, K. S., Yu W. -M., & Fok, P. K. (2005). Assessment for productive learning: Forms of assessment and their potential for enhancing learning. Technical paper no.1, Hong Kong Institute of Education, Hong Kong.

  • Marsh C.J. (2004) Key concepts for understanding curriculum (3rd ed). Routledge, London

    Google Scholar 

  • Plitt B. (2004) Teacher dilemmas in a time of standards and testing. Phi Delta Kappan 85(10): 765–769

    Google Scholar 

  • Sutton R. (1992). Assessment: a framework for teachers. Routledge, London

    Google Scholar 

  • Swearingen, R. (2002). A primer: Diagnostic, formative and summative assessment. Available from htpp://www.mmrwsjr.com/assessment.htm.

  • Times Educational Supplement (2004). 100% staff enthusiasm follows formative assessment pilot, TES, 30 January, 2004.

  • Times Educational Supplement (2006). Government pledges investment in personalised learning, TES, 31st March, 2006.

Download references

Author information

Authors and Affiliations

  1. Department of Education, Curtin University, Kent Street, Bentley, Perth, WA, 6102, Australia

    Colin J. Marsh

Authors
  1. Colin J. Marsh
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Colin J. Marsh.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Marsh, C.J. A critical analysis of the use of formative assessment in schools. Educ Res Policy Prac 6, 25–29 (2007). https://doi.org/10.1007/s10671-007-9024-z

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10671-007-9024-z

Keywords

Search

Navigation