Development of a Model of Formative Assessment

Abstract

This chapter describes the formulation of a model of formative assessment as it has emerged through a series of collaborative research and development activities with teachers. The aspiration is to articulate our emerging understanding of a complex set of interacting factors in an integrated and coherent manner. Though necessarily tentative, the model will serve to guide our future research activities as well as offering a perspective on the research of others. A specific approach to conceptual change is at the heart of the model, which attempts to extrapolate from constructivism as a theory of learning to its applications to the practice of teaching. Our approach integrates domain-specific elements – hypothesised conceptual trajectories that re-occur in science learning – with domain-general elements. The latter describe recurring cycles of interaction between teachers and pupils that might occur in any curricular domain. Some of the cost-benefits to teachers in their approach to the implementation of formative assessment practices are discussed. It is suggested that an implication of the suggested approach is the need to conduct and share more empirical research into pupils’ conceptual development, nationally and internationally