Formative Assessment

This readable and informative survey of key ideas about students’ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics.

... reserved. Permissions & Reprints. What is assessment for learning? Dylan Wiliam a , E-mail The Corresponding Author. a Institute of Education, University of London, United Kingdom. Available online 12 April 2011. Abstract. The ...

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learning.

We examine the equivalence of two construct-a-concept-map techniques: construct-a-map with created linking phrases (C), and construct-a-map with selected linking phrases (S). The former places few constraints on the respondent and has been considered the gold standard; the latter is cost and time efficient. Both their products and processes are compared quantitatively and qualitatively as to total accuracy score, individual proposition scores, proposition choice, map structure complexity, proposition generation rate, and proposition generation procedures. We conclude that the two mapping techniques are not equivalent: The C technique is better than the S technique in capturing students' partial knowledge, even though the S can be scored more efficiently than C. Based on their characteristics, if used as an assessment tool, the C technique is more suitable for formative assessment while the S technique is a better fit for largescale assessments. ß

This work uses Linked Open Data for the generation of educational assessment items. We describe the streamline to create variables and populate simple choice item models using the IMS-QTI standard. The generated items were then imported in an assessment platform. Five item models were tested. They allowed identifying the main challenges to improve the usability of Linked Data sources to support the generation of formative assessment items, in particular data quality issues and the identification of relevant sub-graphs for the generation of item variables.

formative and summative assessment. Assessment is more likely to lead to valued learning if some of the judgement employed belongs to students, and not just the academic-teachers (Boud, 1990; Nicol and McFarlane-Dick, 2006). Through two case studies, we illustrate how the development of students' skills in assessment and especially self-assessment can become more prominent in our curriculum and learning objectives. Our experiences suggest not only that student learning can be enhanced in this fashion, but that there are efficiency gains for teaching academics too: outcomes that become especially important as we seek ways to overcome the challenging expectations experienced by modern-day academia.

The paper relates literature on formative assessment to relevant literature in the field of achievement motivation and then subjects both to scrutiny by analysing video transcript data of how teachers and students interact in the context of routine assessment ''events.'' The paper represents a critique of approaches to formative assessment where the complexity of the situation is minimized and interaction is seen in purely cognitive terms. It suggests that an attempt to understand formative assessment must involve a critical combination and co-ordination of insights derived from a number of psychological and sociological standpoints, none of which by themselves provide a sufficient basis for analysis, and that such considerations need to be contextualized in the actual social setting of the classroom.

The literature suggests that peer assessment contributes to the development of student learning and promotes ownership of assessment processes. These claims emerge from research conducted primarily in Western contexts. This exploratory paper reports on the perspectives that a class of Hong Kong primary school students and their teachers have on their engagement with peer assessment. It draws on data collected through extensive interviews and classroom observations from a 2-year case study. The findings indicate that student perceptions about the usefulness of peer assessment follow from their perspectives on quality of peer feedback, peer language proficiency, and the novelty or repetitiveness of its processes. Teachers and students also viewed peer assessment as assuming a wider role in preparing for examinations and future secondary schooling. A key implication is that assessment practices are deeply cultural and, in test-dominated settings, peer assessment may have most potential when explicit links are drawn with preparation for summative assessment.

De enero a diciembre del 2004, desde los proyectos del CEPROS se fomentó, proactivamente, a través de capacitación EN EL TRABAJO, el desarrollo de competencias para la recolección, procesamiento, análisis y exposición de información en ciencias sociales.  Al finalizar el año, se procedió a certificar estas competencias.  El documento muestra diferentes modelos de informar sobre ello, por escrito.

Stand-up Comedy has more to do with teaching than you might think. Is there more to Stand-up Comedy than just 'being funny'? what can teachers learn from interactive performance? How does the experience of Stand-up Comedy relate to: Oracy, Formative assessment and Dialogic learning?

Mastery of academic writing skills remains one of the greatest challenges for university students, especially in the first year. Amongst the reasons offered for the challenges are lack of clarity about the university’s expectations and low levels of teacher feedback on work submitted, a failure to engage, and low levels of contact with teaching staff and other students. Academic staff are challenged by increased class numbers and increased student diversity in classes and university policies to adopt a wide range of information technologies into teaching modes. In this paper, we offer one attempt at addressing these three important contemporary academic challenges: use of information technology to provide timely feedback through formative assessment to help students with a range of abilities to acquire the academic writing skills necessary to succeed in higher education. Early indications show that students find this form of formative assessment very useful. They value the timely and focused feedback from the lecturer and are developing collegiality as they learn from each others’ writing and feedback. We believe that this strategy is sustainable and can be adapted to facilitate academic and social integration for students across many disciplines.

Case-study descriptions of secondary and middle school classrooms in diverse contexts provide examples of how teachers implement connected classroom technology to facilitate formative assessment in science instruction. Connected classroom technology refers to a networked system of handheld devices designed for classroom use. Teachers were surprised at the knowledge they gathered about student learning in connected classrooms. They recognized that their

This paper describes the curriculum design and enhancements of dental gross anatomy courses at three universities in North America. The greatest problem for gross anatomy faculty is making the regions of the body below the neck relevant to dental students for their future clinical education as well as the longer term dental practice. The proposed solutions demonstrated in the three courses range from satisfying the student's grade and test requirements, such as passing the anatomical sciences section of the National Board Dental Examination Part I, to making the material relevant to clinical dentistry. Strategies to increase relevance include incorporating clinical faculty into the gross anatomy course and integrating dental clinical material into the course. Lastly, pedagogical innovations include peer teaching, the use of the Internet and intranet for examination preparation, and the animation of dental procedures to illustrate relevant anatomy to dentistry.

Understanding how groups talk, think and act is essential for contemporary educational practice. The body of research within assessment of collaborative learning, dialogic learning and oracy is substantial, but the practical outcome of this research is currently limited.

If we value the capacity for learners to talk, think and work collectively, we must produce pragmatic and practical tools for observation, assessment and intervention.

This paper acts as a field work study in which differing assessment methods from across collaborative learning, dialogic learning and oracy are trailed within varied collaborative and dialogic events. This paper reflects upon the applicability and impact of using these methods in an attempt promote further study, with a long term goal of refining methods of assessment into a practical toolkit for educators and to inform the design of group work activities in the future.

DIAGNOSER is an Internet-based tool for classroom instruction. It delivers continuous formative assessment and feedback to high school physics students and their teachers about the correct and incorrect concepts and ideas the students may hold regarding physical situations. That is, it diagnoses misconceptions that underlie wrong answers of students, such as a confusion of velocity with acceleration. We use data about patterns of student responses, particularly consistency of errors from question to question, to improve the system's understanding of student concepts.

This article investigates how student teachers of English at two different teacher education institutions perceive and use a new digital tool, OneNote Class Notebook. The intervention study explores student responses to and use of a specific digital tool implemented for a specific pedagogical purpose, namely to enhance formative assessment. The data consist of 128 reflection notes written by 40 student teachers during a semester and a focus group interview with three of the students. The results show that the students' attitudes towards the new tool varied considerably. Both the attitudes and the reported use were overwhelmingly related to the perceived ease of use, rather than the learningrelated potential of digital technology. On the other hand, the interview data show that at least some students are aware of the affordances provided by the digital tool for enhancing formative assessment. The article highlights that the transformational potential of digital artifacts rests on teachers and learners alike. The students need to be made aware of the pedagogical, and not just the practical, aspects of digital technology, and be willing to exploit it. The article concludes that more fundamental changes in students' working habits and their expectations of higher education may be required to truly harness the transformational power of digital technology .

The increasing span of control of Air Traffic Control enterprise automation (e.g. Flight Schedule Monitor, Departure Flow Management), along with lean-processes and pay-for-performance business models, has placed increased emphasis on operator training time and error rates. There are two traditional approaches to the design of human-computer interaction (HCI) to minimize training time and reduce error rates: (1) experimental user testing provides the most accurate assessment of training time and error rates, but occurs too late in the development cycle and is cost prohibitive, (2) manual review methods (e.g. cognitive walkthrough) can be used earlier in the development cycle, but suffer from poor accuracy and poor inter-rater reliability. Recent development of ''affordable" human performance models provide the basis for the automation of task analysis and HCI design to obtain low cost, accurate, estimates of training time and error rates early in the development cycle. This paper describes a usability/HCI analysis tool that this intended for use by design engineers in the course of their software engineering duties. The tool computes estimates of trials-to-mastery (i.e. time to competence for training) and the probability of failure-tocomplete for each task. The HCI required to complete a task on the automation under development is entered into the web-based tool via a form. Assessments of the salience of visual cues to prompt operator actions for the proposed design are used to compute training time and error rates. The web-based tool enables designers in multiple locations to review and contribute to the design. An example analysis is provided along with a discussion of the limitations of the tool and directions for future research.

Evidence Based Education (EBE) is emerging as an approach focusing on the problem of reliability in educational research, on its theoretical foundations, and on the relationship between research and decision-making. On the latter, less well known are the implications resulting from it for the development of innovative school evaluation systems based on dynamic methods, and thus differing from static models based on raw data compared to general standards. We shall firstly provide a brief summary of the EBE approach as well as the main research centers and general issues in this field. Then, we will show how notions of feedback and formative assessment, currently recognized as really effective individual learning strategies, can act as reference points for school evaluation and orientation models, by introducing the New Zealand system, developed with the collaboration of John Hattie, one of the most representative of the EBE approach, which suggests to move from a static to a dynamic accountability. 1 All'interno di una impostazione condivisa, di G. Vivanet sono i parr. 1 e 4, di A. Calvani i parr. 2 e 3. Il contributo di G. Vivanet alla presente pubblicazione è stato prodotto durante l'attività di ricerca finanziata con le risorse del P.O.R. SARDEGNA F.S.E. 2007-2013-Obiettivo competitività regionale e occupazione, Asse IV Capitale umano, Linea di Attività l.3.1 «Avviso di chiamata per il finanziamento di Assegni di Ricerca».

Competence assessments encourage and entice educators to draw 'can do' conclusions about pupil learning. It is common to describe pupils' progress in terms of things they are now able to do that they could not once do, and we commonly use 'can do' statements to describe competencies: 'can add, subtract, read…. '. There is seduction to such statements and we are drawn into believing that these competences can be assessed by simple observation of people performing specific tasks.

This paper presents design implications related to findings from research on the development of Interactive Learning Assessments (ILAs). Standardized assessments using multiple choice questions cannot measure the most critical aspects of learning for the 21st century. ILAs place students in advisory roles, leveraging a place-based metaphor to navigate, learn, then give counsel in situations in which they do not already know how to solve the problem; we assess how students learn to learn.

A natureza de um jogo condiciona a sua forma de ensino, quer se trate de uma aprendizagem de carácter essencialmente desportivo ou em ambiente escolar. O agrupamento dos jogos a partir das suas características comuns é um exercício que proporciona vantagens na definição de progressões da aprendizagem mas também no alinhamen- to curricular, horizontal e vertical. A classificação proposta por Ellis (1983)1 refere-se a jogos de alvo como o golfe, de batimento como o basebol, a jogos de invasão ou territoriais como o futebol, a jogos de rede ou parede como o voleibol ou o ténis. O presente capítulo faz referência aos estilos de ensino em Educação Física e à sua utilização no ensino de um jogo de rede – o ténis. O nosso objetivo passa por proporcionar algumas linhas de reflexão sobre o estabelecimento de uma estratégia de ensino desta modalidade com recurso ao espetro de estilos de ensino de Mosston e Ashworth (1994, 2008).

This paper summarises a study of students' and staff perceptions and experiences of assessment feedback practice across a post-1992 university. Phases 1 and 2 of the project gathered students' and academic colleagues' views on assessment feedback practice. Focus ...

Placements are integral to many university courses and to increasing student employability skills. Nevertheless, several complications, such as the assessment of placement experiences which often go against the principles of procedural justice, may limit placement effectiveness. For example, procedures are not applied uniformly across students; and evaluations of intangible qualities are susceptible to biases. As a result, effort and learning can be compromised. This paper advocates the use of developmental assessment centers to help solve these shortcomings. Developmental assessment centers are often used in organizations to evaluate capabilities of individuals and to facilitate development. Participants complete a series of work related and standardized tasks. Multiple raters then utilize a systematic approach to evaluate participants on a range of competencies, and consequently present constructive feedback to facilitate learning. Therefore, developmental assessment center princi...

The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment -the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a powerful method for learning about students' underlying cognitive competence. Cognitive developmental theory is essential because assessment is only as 'valid' as the ideas on which it is based. Yet current theories of developmental trajectories need to be supplemented by consideration of obstacles that the student must overcome. These involve the mathematics, instructional materials and the teacher.

Peer assessment (PA) provides opportunities for authentic assessment, autonomy and collaboration. Several authors advocate that students can benefit from PA and put forward the effects of PA on the students' learning outcomes. Questions concerning the validity and reliability of PA and PA competences are also addressed by different researchers. This qualitative study is part of a wider project that seeks to develop and test evaluation and assessment strategies in online contexts. In a doctoral module, PA was used for summative and formative purposes. Formative PA aimed to give feedback about the ongoing group work, but also to increase online interaction between the different groups of students. The main module task was to write a literature review, about a selected topic, using a wiki. Criteria and indicators to assess the literature review were negotiated with the students. Different criteria were used to assess the quality of PA, such as, the use of the negotiated criteria, the adequacy of the chosen vocabulary or the provision of constructive feedback. The results show that overall the quality of PA can be improved. Groups did not provide sufficient criticism, questions and suggestions for improvement.

As online and blended learning has become common place educational strategy in higher education, educators need to reconceptualise fundamental issues of teaching, learning and assessment in non traditional spaces. These issues include concepts such as validity and reliability of assessment in online environments in relation to serving the intended purposes, as well as understanding how formative assessment functions within online and blended learning. This article provides a systematic qualitative review of the research literature on online formative assessment in higher education. As an integrative narrative review, the method applied in this review entailed systematic searching, reviewing, and writing this review of the literature to bring together key themes and findings of research in this field. The authors applied qualitative thematic criteria in selecting and reviewing the available literature from which they focused on identifying and analyzing the core themes that are centr...

CONTEXT The literature has shown the importance of students developing threshold concepts and undertaking formative assessment. There are also suggestions within the literature that many students will not undertake beneficial activities that display no direct reward in terms of grades. A new electrical engineering common first year subject with 450 students resulted in bottle necks for providing effective feedback. An online self-paced tutorial resource was created that advanced students through core threshold concepts, supplemented with non-assessed activities that guided students through the process of solving problems and understanding class material PURPOSE The purpose of this pilot study was to answer the research question 'Will students use this ungraded resource and how would they use it?' Findings from this study will be used to expand the resource and better target the design, implementation and usefulness. APPROACH Self-paced tutorials were designed based on recommendations from the literature. They were placed on the subjects Moodle site and promoted as a free resource, having no direct contribution to grades, that would reinforce threshold concepts. Moodle analytics were used to measure student interaction and progress with the tutorials. A survey was completed at the end of the session to gain additional feedback. RESULTS The study found that approximately only a third of students in the subject engaged with the self-paced tutorials. The students that did engage found the resource beneficial, but the feedback suggested that dedicated tutorials on more complex exam styled questions were needed. Insufficient feedback was received from students that found no benefit from the resource. At least 91% of students that failed the subject did not fully engage with the self-paced tutorials. CONCLUSIONS The initial student usage from the pilot provided enough encouragement to use the feedback to develop more modules to support student learning. The modules once developed can be reused across numerous years and shared with other campuses. The design structure can be considered by other academics attempting to develop similar resources. The biggest challenge moving forward is trying to encourage the students at most risk of failing to engage with the self-paced tutorials. This may be due to no direct reward in terms of grades.

This paper asserts the importance of e-assessment. It further suggests that assessment questions and tasks will change substantially as the art of e-assessment progresses. The paper then exemplifies sophisticated e-assessment tasks, and seeks to identify aspects of a definition of them.

(in press). In S. Tettegah & W. (D.) Huang. Emotions, Technology, and Games. New York: Elsevier. (Will be freely available for download through open access in October, 2015).
ABSTRACT.
Summary
This case study challenges the assumption that successful game-based learning requires flow experience. Analysis of player logs of gameplay behavior and self-reports of subjective experience (the experience sampling method adapted as the Flowometer with self-perceptions categorized through the channel model as flow, arousal, anxiety, worry, apathy, intrinsic motivation, boredom, routine expertise, control) establish that challenge often exceeds skill during the type of inquiry-based learning that occurs when instructional games scaffold player discovery and application of targeted concepts. This pattern persists when integrated game dashboards allow players to define and achieve expertise. The analysis follows three players during their trajectories toward expertise while playing the online instructional video game Selene: A Lunar Construction GaME: an undergraduate female (USA Midwest university) before and after she achieved an “aha!” learning moment, and two Spanish (non-USA, female and male, 15-year-old) players who used the game and dashboard to achieve expert status for targeted planetary geology concepts achieved by only 1% of Selene players (players = 3882). Theory and data suggest perceived experience during game-based learning (states such as anxiety, worry, and arousal) might be conceptualized as eustress, which is known to accompany successful adaptation.

Discussione della situazione del sistema formativo italiano rispetto all'idea e alle pratiche di valutazione diagnostica. Discusse alcune valenze di questo concetto, si esaminano le decisioni pubbliche relative a modelli e strumenti valutativi e in particolare rispetto alla duplice articolazione, interna ed esterna, che la valutazione diagnostica dovrebbe avere: la prima colloca i discenti su una scala costruita in base al parametro rappresentato dagli obiettivi. La seconda codifica l’insieme delle caratteristiche dell’individuo che incidono sull’apprendimento. Nella situazione di palude del sistema formativo italiano, soprattutto delle articolazioni centrali, si suggerisce di organizzarsi dal basso.

Lernfortschritte systematisch zu erfassen ist eine zentrale Voraussetzung für einen am individuellen Förderbedarf orientierten Unterricht. Die bisher überwiegenden Formen der Lernfortschrittsdiagnostik mit Hilfe informeller Beobachtungen oder formeller statusorientierter Tests haben beide Vorteile, bringen jedoch auch erhebliche Nachteile mit sich. Mit dem Konzept des curriculumbasierten Messens wird versucht, die Stärken beider Herangehensweisen zu verbinden: Über einen längeren Zeitraum werden standardisierte aber sehr praktikable Kurztests zum Erfassen unterrichtsnaher Kompetenzen durchgeführt. Möglichkeiten und Grenzen dieses Vorgehens werden diskutiert.

The this paper has two foci. The first is to present an account of how we developed formative assessment practices with a group of 36 teachers. This is then complemented by a reflection on the productive and positive experience of these teachers, in the light of learning principles, of changes in the roles of teachers and pupils in the task of learning, and of effects on the self-esteem and motivation of pupils. Attention then shifts to the second focus, which is on the ways in which these teachers struggled with the interface between formative assessment and summative testing. The conclusion is that the potential of enhanced classroom assessment to raise standards may never be fully realised unless the regimes of assessment for the purposes of accountability and certification of pupils are reformed.

At all levels of education the assessment of learning is generally regarded as an integral part of teachers' work. For early childhood teachers, i.e., those who work with children in the age-range birth to six years, there are very particular considerations arising from the characteristics of young learners and the nature of early learning. This paper reviews the research on formative assessment of early learning and development. In doing so, it explores important theoretical constructs related to early learning and synthesises research related to key aspects of young children's learning. It discusses the methods that are most useful for developing rich pictures of early learning and development. Some of the challenges inherent in formative assessment in early childhood settings are also outlined and discussed.

Assessment of entry characteristics of children in kindergarten is important, in particular for children at-risk or otherwise exceptional children. Both parents and teachers can provide relevant information. To evaluate the reliability and validity of such an assessment, a quasi-experimental study using two pilot screening instruments including intake procedures was carried out. Identical criterion instruments were used in both situations. Longitudinal information was collected with respect to 966 children of just four years old, in 77 classes of 30 Dutch kindergartens. Data analysis occurred by means of alpha scale analysis and multilevel analyses. The results show some differences in the reliability of the two screening instruments. The predictive validity with respect to intellectual and social-communicative characteristics in both instruments is partly in line with expectations. It appears that both parents and teachers have a fairly good idea of some of the qualities a child has. Early assessment can therefore contribute to the cooperation between parents and teachers, to improve play and learning processes of each child in kindergarten and later on.

A variety of common assessment tools for Mathematics education has been procured to elicit discourse regarding the different types of educational assessments used in today's general education curriculum, namely, formal, informal, summative, formative, traditional, and alternative or authentic assessments.

This article analyses the role of Individual Learning Plans (ILPs) in teachers' work in the Skills for Life sector. It shows how ILPs, originally a means of formative assessment, have become part of a system of performance indicators and function as a key mediating mechanism between local interactions and system goals. The article draws on theoretical perspectives from the new literacy studies and the sociology of science to reveal the pivotal role of texts in projects of social ordering. The methodology is a version of institutional ethnography, whereby an artefact (the ILP) is tracked as it circulates across the different sites of its production and use. Documentary and interview evidence are used. The article concludes that, in its current form, the ILP shapes teaching and learning relationships and aligns both tutor and student identities. Permissive guidance, combined with a core curriculum, the demands of audit and inspection, positions tutors uncomfortably as active mediators between student experience and the policy discourse.

In a recent article published in EM:IP, Kingston and Nash report on the results of a meta-analysis on the efficacy of formative assessment. They conclude that the average effect of formative assessment on student achievement is about .20 SD units. This would seem to dispel the myth that effects between .40 and .70 can be attributed to formative assessment. They also find that there is considerable variability in effect sizes across studies, and that only the content area in which the treatment is situated explains a significant proportion of study variability. However, there are issues in the meta-analytic methodology employed by the authors that make their findings somewhat equivocal. This commentary focuses on four methodological concerns about the Kingston and Nash meta-analysis: (1) the approach taken to select studies for inclusion, (2) the application of study inclusion criteria, (3) the extent to which the effect sizes being combined are biased, and (4) the relationship between effect size magnitude and characteristics of outcome measures. After examining these issues in the context of the Kingston and Nash review, it appears that considerable uncertainty remains about the effect that formative assessment practices have on student achievement.

This study explores teachers' informal formative assessment practices in three middle school science classrooms. We present a model for examining these practices based on three components of formative assessment (eliciting, recognizing, and using information) and the three domains linked to scientific inquiry (epistemic frameworks, conceptual structures, and social processes). We describe the informal assessment practices as ESRU cycles-the teacher Elicits a question; the Student responds; the teacher Recognizes the student's response; and then Uses the information collected to support student learning. By tracking the strategies teachers used in terms of ESRU cycles, we were able to capture differences in assessment practices across the three teachers during the implementation of four investigations of a physical science unit on buoyancy. Furthermore, based on information collected in a three-question embedded assessment administered to assess students' learning, we linked students' level of performance to the teachers' informal assessment practices. We found that the teacher who more frequently used complete ESRU cycles had students with higher performance on the embedded assessment as compared with the other two teachers. We conclude that the ESRU model is a useful way of capturing differences in teachers' informal assessment practices. Furthermore, the study suggests that effective informal formative assessment practices may be associated with student learning in scientific inquiry classrooms. ß

Abstract. We investigated the validity of applying topic modeling to unstructured student text data from online class discussion forums to predict students’ final grades. Using only student discussion data from introductory courses in biology and economics, both probabilistic latent semantic analysis (pLSA) and hierarchical latent Dirichlet allocation (hLDA) produced significantly better than chance predictions which improved with additional data collected over the duration of the course. Predictions were more accurate from hLDA than from pLSA, suggesting the feasibility and value of deriving conceptual hierarchies relevant to actual student data. Results indicate that topic modeling of studentgenerated text may provide a useful source of formative assessment to support learning and instruction.

The global disease outbreak of COVID-19 has resulted to different modalities of distance learning where assessing students' academic performance will not be monitored as it was when the learners are inside the classroom. This leads to the focus on assessment of the affective domain of students which is essential to improve academic achievement and the quality of the educational experiences provided. This study introduced the elements of formative assessment and assessed its effect to the level of affective domain of students. Descriptive correlational research design led in attaining the objectives of the study using a researcher made survey questionnaire on the perception on the elements of formative assessment and level of affective domain, participated by 150 grade 7 MDL students of San Pablo City Integrated High School of the academic year 2020-2021. Mean, standard deviation, frequency, percentages, ANOVA and Pearson product moment of correlation were the statistical treatments used. The findings showed that the elements of formative assessment in terms of classroom culture, learning goals, methodologies, incremental and interactive assessments, timely and specific feedback, and learning outcomes as perceived by the students is significantly related to their level of affective domain. This indicates that from low to high level of mathematics achievement, significant differences exist in the perception of the students on the elements of formative assessment and resulted to a moderate to strong correlation with the level affective domain. This implies that the elements of formative assessment have helped in the development of their affective domain. The study suggests to consider the elements formative assessment in planning the learning tasks to be given to students as part of the teaching and learning process to help in the development of their affective domain.

Recent research has highlighted the lack of a uniform definition of formative assessment, although its effectiveness is widely acknowledged. This paper addresses the theoretical differences and similarities amongst three approaches to formative assessment that are currently most frequently discussed in educational research literature: data-based decision making (DBDM), Assessment for Learning (AfL) and diagnostic testing (DT). Furthermore, the differences and similarities in the implementation of each approach were explored. This analysis shows that although differences exist amongst the theoretical underpinnings of DBDM, AfL and DT, the combination of these approaches can create more informed learning environments. The thoughtful integration of the three assessment approaches should lead to more valid formative decisions, if a range of evidence about student learning is used to continuously optimise student learning.