2005Policy Brief - OECD

NOVEMBER 2005. Policy Brief ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. Formative Assessment: Improving Learning in Secondary Classrooms What are the Introduction benefits of formative Are pupils learning enough, and learning it well in secondary school assessment? classrooms and how can you tell? Can schools and teachers not only measure the progress made by pupils, but also identify their learning needs What does formative and respond to them? Effective assessment is needed to provide effective assessment involve answers to all these critical questions. in practice? Tests and examinations are a classic way of measuring student progress and What are the major are integral to accountability of schools and the education system. These barriers to wider use of highly visible forms of tracking progress, known as summative assessment . formative assessment? are also used by parents and employers. But this is only part of the story. To be truly effective, assessment should also How can school be formative in other words, identifying and responding to the students'.

school-wide cultures of evaluation, using objective data on the impact of teaching methods on student performance. These data give energy and purpose to developing school and classroom strategies for improvement. In schools with strong evaluation cultures, teachers pay more attention to which strategies work well, for which students, and under what

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  Code, Evaluation, Impact

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