Skip to main content
SpringerLink
Log in

Constructing Formative Assessment Strategies

  • Chapter
  • First Online:
Emerging Practices in Scholarship of Learning and Teaching in a Digital Era

  • 1651 Accesses

Abstract

For years, formative assessment has been a popular topic for educational reforms across the globe. This form of assessment demands high level of student participation and teachers’ continuous feedback during and after instruction time and is recommended as a useful means of learning for students in both the schools and higher education institutions in the twenty-first century. The current chapter discusses the underpinnings of formative assessment, being a newly promoted assessment concept in the education literature. It explores the main theories in formative assessment and its relationships with student motivation and self-regulated learning. The chapter further discusses exemplar formative feedback practices derived from this body of the literature, and they are research-based practices applicable to different classroom settings. Suggestions are made to recognize formative assessment as an important strategy of reforming education; this echoes the ideas of scholarship of learning and teaching (SoLT) in promoting professional learning for improving student learning.

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

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. London: Granada Learning.

    Google Scholar 

  • Black, P., & Wiliam, D. (2003). ‘In praise of educational research’: Formative assessment. British Educational Research Journal, 29(5), 623–637.

    Article  Google Scholar 

  • Black, P., & Wiliam, D. (2004). The formative purpose: Assessment must first promote learning. Yearbook of the National Society for the Study of Education, 103(2), 20–50.

    Article  Google Scholar 

  • Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 5–31.

    Google Scholar 

  • Boekaerts, M., Maes, S., & Karoly, P. (2005). Self-regulation across domains of applied psychology: Is there an emerging consensus? Applied Psychology, 54(2), 149–154.

    Article  Google Scholar 

  • Brookhart, S. M. (1997). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10(2), 161–180.

    Article  Google Scholar 

  • Buczynski, S. (2009). Formative feedback stimulates students’ thinking and provides teachers with information to guide future instruction. Tips for Providing Formative Feedback, 10, 1–2.

    Google Scholar 

  • Butler, D. L., Schnellert, L., & Cartier, S. C. (2013). Layers of self- and co-regulation: Teachers working collaboratively to support adolescents’ self-regulated learning through reading. Education Research International, 1–19.

    Google Scholar 

  • Cantor, N. (1990). From thought to behaviour: “Having” and “doing” in the study of personality and cognition. American Psychologist, 45, 735–750.

    Article  Google Scholar 

  • Carless, D. (2005). Prospects for the implementation of assessment for learning. Assessment in Education: Principles, Policy & Practice, 12(1), 39–54.

    Article  Google Scholar 

  • Carless, D. (2012). From testing to productive student learning: Implementing formative assessment in confucian-heritage settings. New York, NY: Routledge.

    Google Scholar 

  • Cauley, K. M., & McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1–6.

    Article  Google Scholar 

  • Cheng, L. Y. (1999). Changing assessment: Washback on teacher perceptions and actions. Teaching and Teacher Education, 15(3), 253–271.

    Article  Google Scholar 

  • Clarke, S. (1998). Targeting assessment in the primary classroom: Strategies for planning, assessment, pupil feedback and target setting. London: Hodder & Stoughton.

    Google Scholar 

  • Cooper, N. J. (2000). Facilitating learning from formative feedback in level 3 assessment. Assessment & Evaluation in Higher Education, 25(3), 279–291.

    Article  Google Scholar 

  • Curriculum Development Council. (2001). Learning to learn: The way forward in curriculum development. Hong Kong: The Printing Department.

    Google Scholar 

  • Dahlin, B., & Watkins, D. (2000). The role of repetition in the processes of memorizing and understanding: A comparison of the views of German and Chinese secondary school students in Hong Kong. British Journal of Educational Psychology, 70, 65–85.

    Article  Google Scholar 

  • Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.

    Google Scholar 

  • Furlong, J. (2008). Making teaching a 21st century profession: Tony Blair’s big prize. Oxford Review of Education, 34(6), 727–739.

    Article  Google Scholar 

  • Grimshawa, T. (2007). Problematizing the construct of ‘the Chinese learner’: Insights from ethnographic research. Educational Studies, 33(3), 299–311.

    Article  Google Scholar 

  • Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (1998). Metacognition in educational theory and practice. New York, NY: Routledge.

    Google Scholar 

  • Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment in Education: Principles, Policy & Practice, 10(2), 169–207.

    Article  Google Scholar 

  • Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform (5th ed.). Long Grove, IL: Waveland Press.

    Google Scholar 

  • Hodgen, J., & Webb, M. (2008). Questioning and dialogue. Unlocking Assessment: Understanding for Reflection and Application, 73.

    Google Scholar 

  • Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023–1031.

    Article  Google Scholar 

  • Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., & Smith, B. (2004). Enhancing student learning through effective formative feedback. UK: The Higher Education Academy Generic Centre.

    Google Scholar 

  • Labuhn, A. S., Zimmerman, B. J., & Hasselhorn, M. (2010). Enhancing students’ self-regulation and mathematics performance: The influence of feedback and self-evaluative standards. Metacognition and Learning, 5(2), 173–194.

    Article  Google Scholar 

  • Lam, B. H. (2008). The issue of diversity in the Hong Kong school curriculum: Student communities in a mainstream school. Schools: Studies in Education, 5(1/2), 118–140.

    Article  Google Scholar 

  • Lam, B. H. (2011a). Constructivist perspectives of learning. In S. N. Phillipson & B. H. Lam (Eds.), Learning and teaching in the Chinese classroom (pp. 31–62). Hong Kong: HKU Press.

    Google Scholar 

  • Lam, B. H. (2011b). Lesson planning, assessment and learning. In Phillipson & B. H. Lam (Eds.), Learning and teaching in the Chinese classroom: Responding to individual differences (pp. 265–290). Hong Kong: HKU Press.

    Google Scholar 

  • Lam, B. H. (2011c). A reflective account of a pre-service teacher’s effort to implement progressive curriculum in field practice. Schools: Studies in Education, 8(1), 22–39.

    Article  Google Scholar 

  • Leung, D. Y. P., Ginns, P., & Kember, D. (2008). Examining the cultural specificity of approaches to learning in universities in Hong Kong and Sydney. Journal of Cross-Cultural Psychology, 39(3), 251–266.

    Article  Google Scholar 

  • Mok, K. H., & Cheung, A. B. L. (2011). Global aspirations and strategising for world-class status: New form of politics in higher education governance in Hong Kong. Journal of Higher Education Policy and Management, 33(3), 231–251.

    Article  Google Scholar 

  • McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24(4), 279–294.

    Article  Google Scholar 

  • Means, B. (1994). Introduction: Using technology to advance educational goals (pp. 1–21). Technology and education reform: The reality behind the promise.

    Google Scholar 

  • Musial, D., Nieminen, G., Thomas, J., & Burke, K. (2009). Foundations of meaningful educational assessment. Boston, MA: McGraw-Hill Higher Education.

    Google Scholar 

  • Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.

    Article  Google Scholar 

  • Orsmond, P., Merry, S., & Reiling, K. (2002). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309–323.

    Article  Google Scholar 

  • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116–225.

    Article  Google Scholar 

  • Pat-El, R., Tillema, H., & van Koppen, S. W. (2012). Effects of formative feedback on intrinsic motivation: Examining ethnic differences. Learning and Individual Differences, 22(4), 449–454.

    Article  Google Scholar 

  • Pintrich, P. R., & Zusho, A. (2002). Student motivation and self-regulated learning in the college classroom. In Higher education: Handbook of theory and research (pp. 55–128). Dordrecht, Netherlands: Springer.

    Google Scholar 

  • Pong, W. Y., & Chow, J. C. S. (2002). On the pedagogy of examinations in Hong Kong. Teaching and Teacher Education, 18(2), 139–149.

    Article  Google Scholar 

  • Radloff, A. (2010). Doing more for learning: Enhancing engagement and outcomes: Australasian survey of student engagement: Australasian student engagement report. Camberwell, Victoria: Australian Council for Education Research.

    Google Scholar 

  • Rolfe, I., & McPherson, J. (1995). Formative assessment: How am I doing? The Lancet, 345(8953), 837–839.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

    Article  Google Scholar 

  • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.

    Article  Google Scholar 

  • Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5(1), 77–84.

    Article  Google Scholar 

  • Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550.

    Article  Google Scholar 

  • Scriven, M. (1967). The methodology of evaluation (AERA) monograph series on curriculum evaluation, No. 1. Chicago: Rand McNally.

    Google Scholar 

  • Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., et al. (2008). On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers. Applied Measurement in Education, 21(4), 295–314.

    Article  Google Scholar 

  • Stoeger, H., & Ziegler, A. (2008). Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders. Metacognition and Learning, 3(3), 207–230.

    Article  Google Scholar 

  • Taras, M. (2005). Assessment–summative and formative–some theoretical reflections. British Journal of Educational Studies, 53(4), 466–478.

    Article  Google Scholar 

  • University Grants Council. (2010). Aspirations for the higher education system in Hong Kong. Report of the University Grants Committee.

    Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: The development of higher mental [or psychological?] processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: Students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), 747–760.

    Article  Google Scholar 

  • Wingate, U. (2010). The impact of formative feedback on the development of academic writing. Assessment & Evaluation in Higher Education, 35[or 34?](5), 519–533.

    Google Scholar 

  • Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, iFirst, 1–14.

    Google Scholar 

  • Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477–501.

    Article  Google Scholar 

  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Curriculum and Instruction, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, NT, Hong Kong

    Bick-Har Lam

Authors
  1. Bick-Har Lam
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bick-Har Lam .

Editor information

Editors and Affiliations

  1. Centre for Learning, Teaching and Technology, The Education University of Hong Kong, Tai Po, Hong Kong

    Siu Cheung Kong

  2. Department of Mathematics and Information Technology, The Education University of Hong Kong, Tai Po, Hong Kong

    Tak Lam Wong

  3. Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong

    Min Yang

  4. Department of Science and Environmental Studies, The Education University of Hong Kong, Tai Po, Hong Kong

    Cheuk Fai Chow

  5. Department of Chinese Language Studies, The Education University of Hong Kong, Tai Po, Hong Kong

    Ka Ho Tse

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Nature Singapore Pte Ltd.

About this chapter

Cite this chapter

Lam, BH. (2017). Constructing Formative Assessment Strategies. In: Kong, S., Wong, T., Yang, M., Chow, C., Tse, K. (eds) Emerging Practices in Scholarship of Learning and Teaching in a Digital Era. Springer, Singapore. https://doi.org/10.1007/978-981-10-3344-5_16

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-3344-5_16

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-3342-1

  • Online ISBN: 978-981-10-3344-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation