Do we undermine formative assessment by confusing learning and performance? Student performance during a lesson is “a highly imperfect index of long-term learning” (Soderstrom and Bjork, 2015), but it’s easy to assume that correct answers mean students have learned something – and will remember it. Formative assessment relies on being able to elicit evidence of student achievement and adapt our teaching accordingly. If we can’t rely on student answers in the lesson as evidence, does this undermine formative assessment?
Source: Is formative assessment fatally flawed? Confusing learning & performance
The Echo Chamber 