This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.

Assessment and Classroom Learning

EXECUTIVE EDITORS Tom Bramley, Cambridge Assessment, UK Jannette Elwood, Queen’s University Belfast, UK Harvey Goldstein, University of Bristol, UK Anthony Green, University of Bedfordshire, UK Sandra Johnson, University of Bristol, UK Joshua McGrane, Oxford University Centre for Educational Assessment, UK Pauline Rea-Dickins, Oxford University Centre for Educational Assessment, UK Gordon Stobart, UCL Institute of Education, UK Sally Thomas, University of Bristol, UK Guoxing Yu, University of Bristol, UK

Assessment in Education: Principles, Policy & Practice

The teaching portfolio in US teacher education programs: what we know and what we need to know

Though access to higher education in the United States has increased over the past several decades, similar increases in college completion have not followed suit. Despite years of effort, we have, in large measure, been unable to translate the promise increased access affords to students, in particular those of low-income and underserved backgrounds, into the reality of college completion especially as measured by 4-year degrees. That this is the case is reflective in part of our inability to translate what we have learned from research on student retention into a reasonable set of guidelines for the types of actions and policies institution must put into place to increase rates of college completion.

From Theory to Action: Exploring the Institutional Conditions for Student Retention

Portfolios: A tool for reflective thinking in teacher education?

Les AA. proposent une analyse des portefeuilles dans le cadre de la formation des enseignants. Ils expliquent comment les portefeuilles peuvent servir a l'evaluation des programmes de formation, ils decrivent les characteristiques d'un portefeuille educatif et presentent la maniere dont un portefeuille se definit et se developpe

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Portfolios in Teacher Education

Portfolios for science education: Issues in purpose, structure, and authenticity

The Assessment Bookshelf Series features a variety of teacher-friendly, student focused tools to help you implement an effective assessment program in your classroom.

Portfolio assessment : a handbook for educators

On a warm, May afternoon, Karen, the high school biology teacher, perched on a stool in the lab reviewing her portfolio. Five years ago her school district had decided to experiment with replacing the annual teacher evaluation by an administrator’s classroom visit with a one-on-one conference based on the teacher’s portfolio. During the first year of the experiment, all teacher evaluation had been suspended as the faculty, working alone, in grade level groups, in subject area groups and as a body of the whole, struggled to reach agreement on questions about portfolio development. The first question was, “Evidence of what?” Other questions were: what documents would provide this evidence; how many documents; what types of documents; and what would be done with the portfolio once it was developed. During the second year, all of the faculty members were busy collecting the documents to provide the evidence for their first portfolios. There had been many conversations among the science teachers about whether this lab was the right one to videotape to display a commitment to student-centered lab work or whether that test really captured ongoing student evaluation. Deeper collegial relationships began to develop as the faculty, focusing on portfolio development, shared their successes and concerns. The faculty wanted this experiment on teacher evaluation to work because the judgment about the quality of teaching would reside among the teachers. The process of portfolio development had become formalized in a very short time. Karen kept a file drawer of potential documents for evidence-lesson plans, tests, videotapes, student work samples. Attached to each document was a caption. In September she had identified her professional goals for the year and had rehearsed them as she collected and tagged documents. Last week she had assembled the documents that demonstrated her progress toward her goals and arranged them as evidence to tell her story. Yesterday she had met with the other science teachers on the faculty and discussed her portfolio presentation. Now she was reviewing the documents to be submitted in the portfolio. Her chair was writing a letter of attestation to include in the portfolio, which she would deliver to the principal on Friday afternoon. On Monday she and the principal would meet and discuss her portfolio, her ideas for next year’s goals, and her decision to advance to the rank of Master Teacher after next year.

Portfolios for Biology Teacher Assessment.

BioTAP, the biology component of the Teacher Assessment Project, explored three modes of performance-based teacher assessment: portfolios, simulations, and portfolio-based simulations Assessments were designed by a team of university-based researchers and classroom teachers Assessments were completed by 15 high school biology teachers from a variety of teaching contexts Portfolios are defined as collections of evidence gathered on site, such as videotapes of instruction The portfolios had four sections: planning, instruction, assessment, and professional development Simulation exercises are replications of critical tasks of teaching in a standardized setting, for example, an interview about adapting a textbook Portfolio-based simulations take advantage of the contextual aspects of portfolios and the standardization of simulations, for example, an interview on student misconceptions about the laboratory experience that was presented in the portfolio Using a holistic process, teachers were rated in categories derived from the five core propositions of teacher knowledge and skill proposed by the National Board for Professional Teaching Standards Teachers reported that the assessments had a high degree of fidelity to teaching and provided stimuli to improving teaching The description presented in this article provides a foundation for those who wish to advance the research in science teacher assessment

Performance-Based Assessment of Biology Teachers: Promises and Pitfalls.

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