Digital Formative Assessment for Secondary Math Teachers

What is Formative Assessment?

Formative assessment is a central educational approach designed to provide feedback during the learning process. According to the systematic review by Hansol Lee et al., formative assessment is used to "promote student learning by providing performance feedback." This feedback serves as a continuous dialogue between educators and students, allowing learners to gauge their understanding and make necessary adjustments in real-time. The essence of formative assessment revolves around using assessment information as instructional feedback to facilitate student learning (Lee et al 2020).

What are the benefits of formative assessment?

Promotes Active Learning: Formative assessment (FA) engages students directly in their learning process, offering timely feedback that boosts motivation and understanding (Lee et al. 2020).
Diagnostic Tool for Educators: FA provides insights into students' comprehension, allowing for tailored instruction to meet diverse student needs (McCallum and Milner 2020).
Enhances Application-Based Understanding: Especially in subjects like math and science, FA ensures students not only grasp but can also apply concepts in real-world contexts (Gotwals and Birmingham 2015).
Positive Impact in Mathematics: Specifically in math, formative assessment can encourage deeper understanding and skill development beyond memorization of algorithms (Lee et al. 2020).
Supports Student-Initiated Self-Assessment: FA encouraging students to take charge of their own learning journey by assessing their strengths and areas of improvement (Kirby and Downs 2007).
Technological Integration: With the advent of digital formative assessments, students can receive immediate feedback, making the learning process more efficient and relatable to a younger generation (Elmahdi 2018).

By incorporating formative assessment strategies, educators can ensure a more adaptive, responsive, and effective learning environment for students.

Citations

Elmahdi, I., Al-Hattami, A., & Fawzi, H. (2018). Using Technology for Formative Assessment to Improve Students' Learning. Turkish Online Journal of Educational Technology, 17, 182-188.

Gotwals, A. W., & Birmingham, D. (2015). Eliciting, Identifying, Interpreting, and Responding to Students’ Ideas: Teacher Candidates’ Growth in Formative Assessment Practices. In Research in Science Education (Vol. 46, Issue 3, pp. 365–388). Springer Science and Business Media LLC. https://doi.org/10.1007/s11165-015-9461-2

Kirby, N. F., & Downs, C. T. (2007). Self‐assessment and the disadvantaged student: potential for encouraging self‐regulated learning? In Assessment &; Evaluation in Higher Education (Vol. 32, Issue 4, pp. 475–494). Informa UK Limited. https://doi.org/10.1080/02602930600896464

Lee, H., Chung, H. Q., Zhang, Y., Abedi, J., & Warschauer, M. (2020). The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review. In Applied Measurement in Education (Vol. 33, Issue 2, pp. 124–140). Informa UK Limited. https://doi.org/10.1080/08957347.2020.1732383

McCallum, S., & Milner, M. M. (2020). The effectiveness of formative assessment: student views and staff reflections. In Assessment & Evaluation in Higher Education (Vol. 46, Issue 1, pp. 1–16). Informa UK Limited. https://doi.org/10.1080/02602938.2020.1754761

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