Formative assessment in the middle years: a review of literature and alignment with the Guiding Principles for Junior Secondary

Formative assessment in the middle years: a review of literature and alignment with the Guiding Principles for Junior Secondary

With the continued national and international focus and demand for data-driven and evidence-based practice in schools, middle years teachers are looking for tools that will help pave the way for successful learning for their students. In Queensland, Australia this is particularly important due to a recent educational reform which saw Year 7 (aged 12-13 years) incorporated into high school. Evidence suggests students in this age group often disengage from learning, consequently increasing the importance of developing techniques that will provide middle years students with tailored and adequate educational support such as through formative assessment practices. This article provides a comprehensive review of the literature on formative assessment as a pedagogical model that engages adolescent students with school and learning. As such, a number of formative assessment models are presented. These models provide teachers with signature practices and opportunities to gain relevant and timely information about students’ learning progression, informing their teaching practices and lesson planning. The paper will then align effective formative assessment practices with the junior secondary Guiding Principles. Implications for future practice are offered which aim to support middle years teachers’ important work in improving student learning outcomes.

c. 2017 Adolescent Success.