Formative assessment: Caveat emptor

By L. Shepard. 2005

197 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e7aff7482c7ebba075f670a44e5342bd4f569abd

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Linking a Learning Progression for Natural Selection to Teachers' Enactment of Formative Assessment. (2012, background): “, Lawrence Hall of Science, 2000), and test publishers are designing formative assessment systems for adoption by schools and school districts (Shepard, 2008).”
An argument for formative assessment with science learning progressions (2018, background): “As noted by Shepard (2008), “qualitative insights about students’ understandings and misconceptions” lead more naturally to “coherent, theoretically sound improvements in teaching” (p. 296, Emphasis in original).”
Commentary: Evaluating the Validity of Formative and Interim Assessment (2009, background): “At a time when the label formative assessment has been misappropriated with abandon (Shepard, 2008), this admonition seems especially critical.”
Formative Assessment: Policy, Perspectives and Practice. (2011, background): “In contrast, Shepard (2005) and Wiliam (2004) believe that benchmark assessments such as RTI are not directly formative: “What makes formative assessment formative is that it is immediately used to make adjustments so as to form new learning” (Shepard 2005, p.4).”
Formative assessment: a critical review (2011, background): “Almost inevitably, those tests will measure a subset of the intended curriculum, omitting important processes, strategies, and knowledge that cannot be assessed efficiently in that fashion (Shepard 2008).”
Searching for stages of teacher's skills in assessment (2014, background): “such as the construction of assessment tools (Brookhart, 1997; De Lange, 1993), assessment administration (Anderson, 2003; Shepard, 2007), recording of assessment information (Goldhaber & Smith, 2002; Kroeger & Cardy, 2006; Schmoker, 2006) and communicating assessment results (Anderson, 2003; Stiggi”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “For sociocultural researchers the active participation required for the internalization of regulatory control processes begins with the process of ‘scaffolding’, which closely approximates the ‘formative feedback’ required for formative assessment to exist (Shepard 2005a).”