An Empirical Study on the Impact of Formative Assessment: A Literature Review

In many educational systems there is a growing interest in the approach to learning assessment referred to as formative assessment, classroom assessment or assessment for learning. This interest is usually based on the very positive opinions spread initially by supporters of the Mastery Learning mod...

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Autor principal: Martínez Rizo, Felipe
Formato: Online
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/291
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Sumario:In many educational systems there is a growing interest in the approach to learning assessment referred to as formative assessment, classroom assessment or assessment for learning. This interest is usually based on the very positive opinions spread initially by supporters of the Mastery Learning model developed by Benjamin S. Bloom and, since the 1990s, by other scholars. Empirical support for these views, however, is not always very strong, which does not necessarily mean that the approach is wrong. This article presents a review of the literature on the subject, providing a foundation for a better informed position.