This is part 5 of a series of blogs on my new book, Making Good Progress?: The future of Assessment for Learning. Click here to read the introduction to the series.
In the last two blog posts – here and here – I’ve spoken about the importance of breaking down complex skills into smaller pieces. This has huge implications for formative assessments, where the aim is to improve a pupil’s performance, not just to measure it.
Although we typically speak of ‘formative assessment’ and ‘summative assessment’, actually, the same assessment can be used for both formative and summative purposes. What matters is how the information from an assessment is used. A test can be designed to give a pupil a grade, but a teacher can use the information from individual questions on the test paper to diagnose a pupil’s weaknesses and decide what work to give them next. In this…
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