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Formative Assessment: A Critical Component in the Teaching-Learning Process

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Classroom Assessment in Mathematics

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

This introductory paper to the volume contrasts formative assessment with summative assessment and describes the importance of formative assessment to classroom instruction. In particular, it argues that a task is formative to the extent that data from the task are used to enhance and inform further instruction rather than simply to provide an evaluation of a student or of instruction. The use of design research as a mechanism to develop sound classroom assessment is outlined because a design science framework provides a means to tie together varied exemplars of innovations in assessment. A cycle of task implementation and revision can lead to improved assessment practices.

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Correspondence to Denisse R. Thompson .

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Thompson, D.R., Burton, M., Cusi, A., Wright, D. (2018). Formative Assessment: A Critical Component in the Teaching-Learning Process. In: Thompson, D., Burton, M., Cusi, A., Wright, D. (eds) Classroom Assessment in Mathematics. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-73748-5_1

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  • DOI: https://doi.org/10.1007/978-3-319-73748-5_1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-73747-8

  • Online ISBN: 978-3-319-73748-5

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