This document provides an overview of formative assessment and its benefits. It discusses how formative assessment involves sitting with the learner and providing feedback to help them close learning gaps. Formative assessment directly impacts student growth, while summative assessment only measures outcomes. Research shows formative assessment, when implemented through feedback, student involvement, teaching adjustments, and self-assessment, can significantly improve learning. The document explores convergent and divergent assessment models and provides resources for learning more about effective formative practices.

1. Exploring Formative Assessment –
Assessment for Learning
Online Workshop

2. Who will find this workshop useful?
• Teachers
• Syndicates / departments
• AtoL facilitators
How to use this workshop:
• To update, review and/or reflect on formative assessment practice.
• As a focus for professional development in exploring formative
assessment.
• To support AtoL in-depth programmes in schools.

3. The word ‘assess’
Comes from the Latin verb ‘assidere’ meaning
‘to sit with’. In assessment one is supposed to
sit with the learner. This implies it is something
we do with and for students and not to
students (Green, 1998)

4. What are summative and formative
assessment?
The garden analogy
If we think of our children as plants …
Summative assessment of the plants is the process of simply
measuring them. It might be interesting to compare and analyse
measurements but, in themselves, these do not affect the growth of
the plants.
Formative assessment, on the other hand, is the equivalent of
feeding and watering the plants appropriate to their needs - directly
affecting their growth.

5. Formative and summative assessment
Formative and summative assessment are interconnected. They
seldom stand alone in construction or effect.
The vast majority of genuine formative assessment is informal, with
interactive and timely feedback and response.
It is widely and empirically argued that formative assessment has the
greatest impact on learning and achievement.

6. Some definitions
Formative assessment
“… often means no more than that the assessment is carried
out frequently and is planned at the same time as teaching.”
(Black and Wiliam, 1999)
“… provides feedback which leads to students recognising the
(learning) gap and closing it … it is forward looking …”
(Harlen, 1998)
“ … includes both feedback and self-monitoring.” (Sadler, 1989)
“… is used essentially to feed back into the teaching and
learning process.” (Tunstall and Gipps, 1996)

7. Some definitions
Summative assessment
“… assessment (that) has increasingly been used to sum up
learning” (Black and Wiliam, 1999)
“… looks at past achievements
“… adds procedures or tests to existing work
“... involves only marking and feedback grades to student
“… is separated from teaching
“… is carried out at intervals when achievement has to be
summarised and reported.” (Harlen, 1998)

8. How do you see assessment?
Assessment point/task
Activity: After learning
Use the listed terms as a starting During learning
point to develop a representation
Feedback
(model, mind-map, concept map)
of how you see the relationship Feed-forward
between summative and Learning continuum
formative assessment. Of learning
This may form the basis for For learning
professional discussion in your Looks back
learning community.
Looks forward
Review/reflect
Improve/enhance

9. What does the research say?
In 1998 Paul Black and Dylan Wiliam of Kings College London
published their wide-ranging analysis of research into classroom-
based assessment:
Inside the Black Box: Raising Standards through Classroom
Assessment
Full text
http://www.kcl.ac.uk/depsta/education/publications/blackbox.html
Summary of research, with a professional reading activity

10. The Black Box: findings
Black and Wiliam’s research indicates that improving learning through
assessment depends on five deceptively simple factors:
1. Providing effective feedback to students.
2. Students’ active involvement in their own learning.
3. Adjusting teaching to take account of the results of
assessment.
4. Recognising the profound influence of assessment on
students’ motivation and self-esteem - both crucial influences
on learning.
5. Ensuring pupils assess themselves and understand how to
improve.

11. Implications for classroom practice
• Sharing learning goals with students.
• Involving students in self-assessment.
• Providing feedback that helps students recognise their next steps
and how to take them.
• Being confident that every student can improve.

12. Self-evaluation
Rate yourself from:
5 – I do this consistently well to: 0 – I don’t do this at all
• How well do you:
– Share learning goals with students?
– Involve students in self assessment?
– Provide timely focused feedback?
• Do you have confidence that every student in your class can
improve?
• Think now about some of the things that prevent us from
assessing in a formative manner.

13. Hattie on feedback
In his 1999 inaugural professorial lecture John Hattie (University of
Auckland) noted:
The most powerful single moderator that enhances achievement is
feedback.
The simplest prescription for improving education must be ‘dollops of
feedback’.
In particular, this should be about:
• how and why the student understands and misunderstands
• what directions the student must take to improve.
(For more on feedback, see PowerPoint ‘Giving Quality Feedback’)

14. In summary…
Practice drawn from the research base involves:
 Clarifying learning outcomes at the planning stage.
 Sharing learning outcomes with students.
 Encouraging students’ self-assessment against the learning
outcomes.
 Focusing oral and written feedback on the learning outcomes of
lessons and tasks.
 Organising individual student target-setting that builds on previous
achievement as well as aiming for the next level up.
 Appropriate and effective questioning.
 Raising students’ self-esteem through the language of the classroom
and the ways in which achievement is celebrated.

15. What do we want for our students?
The test of a successful education is not the amount of knowledge
that a student takes away from a school, but the appetite to know
and the capacity to learn.
If a school sends out students with a desire for knowledge and
some idea of how to acquire and use it, it will have done its work.
Too many students leave school with the appetite killed and the
mind loaded with undigested lumps of information.
(Abbott, 1999)

16. Links
The following PowerPoint workshops may be found on TKI at
http://www.tki.org.nz/r/assessment/one/formative_e.php
Planning for Formative Assessment
For more on learning outcomes or intentions.
Giving Quality Feedback
For more on questioning and feedback.
Teacher-Student Conversations that Promote Learning
For more on questioning and feedback
http://www.tki.org.nz/r/assessment/two/self_and_peer_e.php
Teaching the strategies of self and peer assessment
For a self and peer assessment workshop

17. This concludes this workshop.
However, for those with a yen to delve deeper, the
following slides provide a theoretical perspective on
assessment.

18. A Theoretical Perspective on Assessment

19. Convergent and divergent models
Torrance and Pryor (1998) suggest a framework of convergent and
divergent models for formative assessment.
Convergent assessment aims to discover whether the learner knows,
understands or can do a pre-determined thing.
Divergent assessment aims to discover what the learner knows,
understands or can do.
List the assessment methods used in your school/ classroom.

20. The two approaches
The methods of assessment will vary according to whether the teacher sees
the task as convergent or divergent.
Convergent Divergent
• Tick-lists, can-do statements • Open recordings, narratives
• Closed questions • Open-ended questions
• Focus on contrasting errors with correct • Focus on miscues which give insights into
responses the learner’s understanding
• Judgmental, quantitative evaluation • Student as an initiator and recipient of
• Student as a recipient of assessments assessment
• Flexible or complex planning, with
• Precise planning and an intention to
alternatives
stick to it
• Descriptive rather than judgmental
evaluation
Match your methods with this list – which are convergent, which divergent?

21. Identifying the differences
Convergent assessment might be seen less as formative
assessment than as repeated summative assessment, or
continuous assessment.
Divergent assessment correlates more closely to contemporary
theories of learning, and accommodates the complexity of
formative assessment.

22. What they represent
Convergent assessment Divergent assessment
represents: represents:
• A behaviourist view of learning. • A constructivist view of
learning.
• An intention to teach or assess
the next pre-determined thing in • A non-linear development.
a linear progression.
• A view of assessment as
• A view of assessment as accomplished jointly by the
accomplished by the teacher. teacher and the student.

23. Torrance and Pryor (1998) suggest approaching some assessment
tasks in a convergent manner, but also argue that appreciating the
two assessment modes and moving from one to the other in a
principled way, will enhance the formative impact of classroom
assessment.
How does this mesh with your view of learning?
Share your ideas with your colleagues.

24. Assessment references
Abbott, J. (1999, January). Battery hens or free range chickens: What kind of
education for what kind of world? Journal of the 21st Century Learning Initiative, 1–
12.
Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning.
Assessment in Education: Principles, Policy and Practice, 5 (1), 7–74.
Clarke, S. (2001). Unlocking formative assessment: Practical strategies for
enhancing pupils’ learning in the primary classroom. London: Hodder and
Stoughton.
Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment:
Practical strategies for enhancing pupils’ learning in the primary and intermediate
classroom (New Zealand ed.). Auckland: Hodder Moa Beckett.
Gipps, C., McCallum, B., & Hargreaves, E. (2000). What makes a good primary
school teacher? London: Routledge Falmer.

25. Assessment references
Green, J. M. (1998, February). Constructing the way forward for all students. A
speech delivered at “Innovations for Effective Schools” OECD/New Zealand joint
follow-up conference, Christchurch, New Zealand.
Harlen, W. (1998) Classroom assessment: A dimension of purposes and
procedures. In K. Carr (Ed.), SAMEpapers (pp. 75–87). Hamilton, New Zealand:
Centre for Science, Mathematics and Technology Educational Research, University
of Waikato.
Hattie, J. (1999, August). Influences on student learning. Inaugural lecture:
Professor of Education, University of Auckland.
Sadler, R. (1989). Formative assessment and the design of instructional systems.
Instructional Science, 18, 119–44.
Torrance, H., & Pryor, J. (1998). Investigating formative assessment: Teaching and
learning in the classroom. Buckingham: Open University Press.
Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative
assessment: A typology. British Educational Research Journal, 22 (4).