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

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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Egile nagusia: Martínez Rizo, Felipe
Formatua: Online
Hizkuntza:spa
Argitaratua: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012
Sarrera elektronikoa:https://redie.uabc.mx/index.php/redie/article/view/291
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spelling redie-article-2912017-04-19T01:03:36Z An Empirical Study on the Impact of Formative Assessment: A Literature Review Investigación empírica sobre el impacto de la evaluación formativa. Revisión de literatura Martínez Rizo, Felipe Performance based assessment elementary education state of the art. Evaluación del aprendizaje educación básica estado del conocimiento. 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. En muchos sistemas educativos hay un creciente interés por el enfoque de la evaluación del aprendizaje que designan expresiones como evaluación formativa, evaluación en aula o evaluación para el aprendizaje. Este interés suele basarse en opiniones muy positivas sobre dicho enfoque difundidas primero por los partidarios del sistema Mastery Learning desarrollado por Benjamin S. Bloom y, desde fines de la década de 1990, por otros estudiosos. El sustento empírico de esas posturas, sin embargo, no siempre es sólido, lo que tampoco debe entenderse como una descalificación del enfoque. En este artículo se presenta una revisión de la literatura al respecto, en la que puede basarse una opinión mejor informada. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/291 Revista Electrónica de Investigación Educativa; Vol. 14 No. 1 (2012) Revista Electrónica de Investigación Educativa; Vol. 14 Núm. 1 (2012) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/291/677 https://redie.uabc.mx/index.php/redie/article/view/291/453 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Martínez Rizo, Felipe
spellingShingle Martínez Rizo, Felipe
An Empirical Study on the Impact of Formative Assessment: A Literature Review
author_facet Martínez Rizo, Felipe
author_sort Martínez Rizo, Felipe
title An Empirical Study on the Impact of Formative Assessment: A Literature Review
title_short An Empirical Study on the Impact of Formative Assessment: A Literature Review
title_full An Empirical Study on the Impact of Formative Assessment: A Literature Review
title_fullStr An Empirical Study on the Impact of Formative Assessment: A Literature Review
title_full_unstemmed An Empirical Study on the Impact of Formative Assessment: A Literature Review
title_sort empirical study on the impact of formative assessment: a literature review
description 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.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2012
url https://redie.uabc.mx/index.php/redie/article/view/291
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