Formative assessment: improvement, immediacy and the edge for learning

Article

Staunton, Mike and Dann, Chris. 2016. "Formative assessment: improvement, immediacy and the edge for learning." International Journal of Pedagogies and Learning. 11 (1), pp. 22-34. https://doi.org/10.1080/22040552.2016.1187647
Article Title

Formative assessment: improvement, immediacy and the edge for learning

ERA Journal ID39917
Article CategoryArticle
AuthorsStaunton, Mike (Author) and Dann, Chris (Author)
Journal TitleInternational Journal of Pedagogies and Learning
Journal Citation11 (1), pp. 22-34
Number of Pages13
Year2016
Place of PublicationAustralia
ISSN1833-4105
Digital Object Identifier (DOI)https://doi.org/10.1080/22040552.2016.1187647
Web Address (URL)http://www.tandfonline.com/doi/abs/10.1080/22040552.2016.1187647
Abstract

Formative assessment is about strengthening student learning and can dramatically improve student achievement when it guides changes in day-to-day classroom practice. Any attempt to understand formative assessment must therefore be grounded in a notion of learning, which this paper approaches from a constructivist/experiential perspective. Importantly, for a teacher to genuinely know if a student is learning, the teacher needs to deeply question the learner so as to enter into a student’s thinking. Such deep questioning needs to be on going, not one-off single recall questions. This is not something that can be done from the front of the classroom using traditional didactic type approaches or using the initiation–response–feedback–response–feedback (IRFRF) which relates to formative practices. It requires micro-questioning skills on a developmental process, so that such on-going questioning does not degenerate into a sequence of closed interrogative recall questions. Fine-grained analysis of the dialogue used to promote high-level thinking through a questioning scaffold for facilitating formative learning is proposed.

KeywordsFormative assessment; learning; teacher questioning skills
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
390402. Education assessment and evaluation
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Byline AffiliationsIndependent Researcher, Australia
Edith Cowan University
Institution of OriginUniversity of Southern Queensland
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