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Understanding Formative Assessment - WestEd

>> April 2013 WestEd >> Understanding Formative AssessmentInsights from learning Theory and Measurement Theoryby Elise Trumbull and Andrea LashThis paper explores Formative Assessment , a process intended to yield information about student learning information that teachers can use to shape instruction to meet students needs and that students can use to better understand and advance their learning . This pur-pose promoting learning by informing instruction distinguishes it from other kinds of student Assessment , such as diagnostic, which is used to identify students who have special learning needs, or sum-mative, which is used by teachers to form final judgments about what students have learned by the end of a course, or is used at the state level for the purpose of evaluating , educators are calling for education Assessment systems that are more balanced, and that yield useful information for a vari-ety of education purposes, from how to shape ongoing instruction in the classroom to accountability decisions made at the state level (Darling-Hammond & Pecheone, 2010; Pellegrino, 2006; Wilson & Draney, 2004; Pellegrino, Chudowsky, & Glaser, 2001).

help guide instruction. This paper is one in . ... assessment. Subsequent to that, and prior to the conclusion, is a brief review of summaries of research on how formative assess - ment affects student learning. ... students’ learning, or for probing more deeply to gather evidence

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