Assessment Of The And Formative Assessment

2817 Words Jan 7th, 2015 12 Pages
Assessment for Learning is defined as “the process of seeking and interpreting evidence for use by learners and their teachers to decide where learners are in their learning, where they need to go and how best to get there.” (Assessment Reform Group, 1999). A key starting point for this piece of work was ‘Science Inside the Black Box’ (Black and Harrison, 2004, p1) which was written to ”offer advice to teachers on how to interact more effectively with students, on a day-to-day basis, promoting their learning”. They explain that ”formative assessment has both generic features, i.e. features which will apply to learning across all stages and all school subjects, and features which are specific, for example to primary teachers and to individual subjects” (p2).
They further explain how science and formative assessment dovetail so well:
“Science provides the means by which learners can interact with the world around them and develop ideas about the phenomena they experience. So, when they attempt science activities they are equipped with ways to observe and question what is happening. Students need help in developing process skills to investigate and communication skills to question and discuss findings. Formative assessment fits well into the science learning scenario, since its purpose is for teachers to sift the rich data that arise in classroom discussion and activity, so that professional judgements can be made about the next steps in learning.” (p3).
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