TRANSFORMING FORMATIVE ASSESSMENT

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Introduction The rise of rampant instrumentalism The students said to me We want it crystal clear Pass criteria sic number P5 you need to do this this and this Youve missed this you havent done that Crystal clear short comment each criteria not a holistic comment Because they said The holistic comment can be misinterpreted and what Im thinking might not be what the criterias asking me to do So they want it crystal clear David lecturer BTEC National Diploma in Public Services Oldminster College Over the past twenty years or so three significant shifts in assessment have led to the Holy Grail of crystal clarity a phenomenon now embedded throughout the various sectors that comprise lifelong learning The first is a move from using homogeneous assessment methods to test and confirm students knowledge skills and understanding to a much wider range of methods and the idea of accumulating evidence of achievement The second is to use assessment diagnostically and formatively to identify students starting points goals targets interests and difficulties in learning and then to provide detailed feedback that helps students to recognize their strengths and weaknesses take an active role in their learning and motivate and engage them in assessment processes The third shift is to regard assessment methods as instruments in their own right as the centre of attention and effort during the whole of a course This emphasis has increased significantly with the rise of interest in diagnostic and formative assessment In some parts of the education system most notably in vocational education these changes have produced endemic instrumentalism where instruments of assessment once used to confirm achievement or to diagnose strengths and weaknesses in learning and provide feedback have become ends in themselves We therefore use the notion of instrumentalism throughout the book to mean the dominance of assessment instruments over the content process and outcomes of education and teachers and students compliance with those instruments Both a cause and effect of instrumentalism has been an almost total merger between summative assignment specifications teaching methods and diagnostic and formativeIntroduction The rise of rampant instrumentalism The students said to me We want it crystal clear Pass criteria sic number P5 you need to do this this and this Youve missed this you havent done that Crystal clear short comment each criteria not a holistic comment Because they said The ...holistic comment can be misinterpreted and what Im thinking might not be what the criterias asking me to do So they want it crystal clear David lecturer BTEC National Diploma in Public Services Oldminster College Over the past twenty years or so three significant shifts in assessment have led to the Holy Grail of crystal clarity a phenomenon now embedded throughout the various sectors that comprise lifelong learning The first is a move from using homogeneous assessment methods to test and confirm students knowledge skills and understanding to a much wider range of methods and the idea of accumulating evidence of achievement The second is to use assessment diagnostically and formatively to identify students starting points goals targets interests and difficulties in learning and then to provide detailed feedback that helps students to recognize their strengths and weaknesses take an active role in their learning and motivate and engage them in assessment processes The third shift is to regard assessment methods as instruments in their own right as the centre of attention and effort during the whole of a course This emphasis has increased significantly with the rise of interest in diagnostic and formative assessment In some parts of the education system most notably in vocational education these changes have produced endemic instrumentalism where instruments of assessment once used to confirm achievement or to diagnose strengths and weaknesses in learning and provide feedback have become ends in themselves We therefore use the notion of instrumentalism throughout the book to mean the dominance of assessment instruments over the content process and outcomes of education and teachers and students compliance with those instruments Both a cause and effect of instrumentalism has been an almost total merger between summative assignment specifications teaching methods and diagnostic and formative

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