- A large body of research concludes that the learning gains engendered by formative assessment were amongst the largest ever reported among any educational interventions . This same body of research found that these learning gains are most dramatic with low-achieving students. Formative assessment must be embedded in the cycle of learning so that students receive ongoing descriptive feedback to improve the quality of their work and understanding. Hattie’s synthesis of 23 meta-analysis found that feedback was among the most powerful influences on student learning. “The effect sizes reported in the feedback meta-analysis show considerable variability, which indicates that some types of feedback are more powerful than other” . Several significant observations arose from the extensive review of the literature. Specifically:
- It is important to focus on how feedback is received rather than how it is given.
- Feedback becomes powerful when it renders criteria for success in achieving learning goals transparent to the learner.
- Feedback becomes powerful when it cues a learner’s attention onto the task, and effective task-related strategies, but away from self-focus.
- Feedback need to engage learners at, or just above, their current level of functioning.
- The learning environment must e open to errors and to disconfirmation.
- Peer feedback provides a valuable platform for elaborative discourse. Given opportunities, students readily learn appropriate methods and rules by which respectful peer feedback can be harnessed.
- Feedback cues teachers to deficiencies within their instructional management and can lead to efforts to improve teaching practices.
- Bransford, Brown & Cocking indicate that when experts from within a discipline were asked to verbalize their thinking as they worked, it was revealed that they monitored their own understanding carefully, making note of when additional information was required for understanding, whether new information was consistent with what they already knew, and what analogies could be drawn that would advance their understanding. These monitoring activities are an important component of what is called adaptive expertise. Research has demonstrated that children can be taught these strategies, including the ability to predict outcomes, explain to oneself in order to improve understanding, note failures to comprehend, activate background knowledge, plan ahead, and apportion time and memory.
- Dylan Wiliam has identified five key strategies of formative assessment:
- Clarifying, sharing, and understanding learning intentions and criteria for success.
- Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning.
- Providing feedback that moves learning forward.
- Activating learners as instructional resources for one another.
- Activating learners as owners of their own learning.