Formative assessment and the design of instructional systems

TLDR: The theory of formative assessment outlined in this paper is relevant to a broad spectrum of learning outcomes in a wide variety of subjects and applies wherever multiple criteria are used in making judgments about the quality of student responses.

Abstract: The theory of formative assessment outlined in this article is relevant to a broad spectrum of learning outcomes in a wide variety of subjects. Specifically, it applies wherever multiple criteria are used in making judgments about the quality of student responses. The theory has less relevance for outcomes in which student responses may be assessed simply as correct or incorrect. Feedback is defined in a particular way to highlight its function in formative assessment. This definition differs in several significant respects from that traditionally found in educational research. Three conditions for effective feedback are then identified and their implications discussed. A key premise is that for students to be able to improve, they must develop the capacity to monitor the quality of their own work during actual production. This in turn requires that students possess an appreciation of what high quality work is, that they have the evaluative skill necessary for them to compare with some objectivity the quality of what they are producing in relation to the higher standard, and that they develop a store of tactics or moves which can be drawn upon to modify their own work. It is argued that these skills can be developed by providing direct authentic evaluative experience for students. Instructional systems which do not make explicit provision for the acquisition of evaluative expertise are deficient, because they set up artificial but potentially removable performance ceilings for students.

Full text

Formative assessment and the design of instructional
systems
Author
Sadler, Royce
Published
2008
Book Title
Student assessment and testing
Copyright Statement
© 2008 Sage. The attached extract is reproduced here in accordance with the copyright policy
of the publisher. Please refer to the publisher's website for further information.
Downloaded from
http://hdl.handle.net/10072/23191
Link to published version
https://us.sagepub.com
Griffith Research Online
https://research-repository.griffith.edu.au

#52909 author extract
Formative assessment and the design of instructional systems
D. ROYCE SADLER
The theory of formative assessment outlined in this chapter is relevant to a broad spectrum of learning
outcomes in a wide variety of subjects and disciplines, and across all levels of education. The focus is on
judgments about the quality of student work: who makes the judgments, how judgments are made, how
they may be refined, and how they may be put to use in bringing about improvement. Specifically, the
analysis applies wherever multiple criteria are used in making judgments about the quality of extended
student responses to assessment tasks. The theory has less relevance for outcomes in which student
responses may be assessed simply as correct or incorrect. The line of argument was prompted by two
overlapping concerns. The first was with the lack of a general theory of feedback and formative
assessment in complex learning settings. The second followed from the common but puzzling
observation that even when teachers provide students with valid and reliable judgments about the quality
of their work, improvement does not necessarily follow. Students often show little or no growth or
development despite regular, accurate feedback. In the chapter, feedback is defined in a particular way to
highlight its function in formative assessment. This definition differs in several significant respects from
those traditionally found in educational research. Three conditions for effective feedback are then
identified and their implications discussed. A key premise is that for students to be able to improve, they
must develop the capacity to monitor the quality of their own work during its actual production. This in
turn requires that students possess an appreciation of what high quality work is, that they have the
evaluative knowledge and skill necessary for them to compare with some objectivity the quality of what
they are producing in relation to the higher standard, and that they develop a store of tactics or moves
which can be drawn upon to modify their own work while it is in production. It is argued that these skills
can be developed by providing direct authentic evaluative experience for students. Educational settings
which do not make explicit provision for students to acquire evaluative expertise are deficient, because
they set up artificial but potentially removable performance ceilings for students.

Frequently asked questions

Q1. What is the key premise for effective feedback?

A key premise is that for students to be able to improve, they must develop the capacity to monitor the quality of their own work during its actual production. 

Q2. What is the focus of the chapter?

The focus is on judgments about the quality of student work: who makes the judgments, how judgments are made, how they may be refined, and how they may be put to use in bringing about improvement. 

Q3. What is the author's position on formative assessment?

The theory of formative assessment outlined in this chapter is relevant to a broad spectrum of learning outcomes in a wide variety of subjects and disciplines, and across all levels of education.