ABSTRACT. In recent times, many educational theorists, practitioners and policy makers have emphasised the need for assessment to be used to support student learning. Assessment is said to be formative when it yields information which can be used by teachers and students “to modify the teaching and learning activities in which they are engaged”. (Black & Wiliam, 1998a, p. 2). This article advances a definition of formative assessment and describes five practices that characterise this function of assessment together with examples of how these practices can be implemented in classroom instruction. The article ends by describing the tension between formative and summative assessments and proposes a model for combining the two functions as a way of alleviating this tension.
http://www.edfac.unimelb.edu.au/research/resources/student_res/postscriptfiles/vol8/Ziad_Baroudi.pdf
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