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- Vol 5 RE: Chapter 4
formative assessmentassessment validitydomain-specific assessmentdiagnostic evidenceteacher knowledgeassessment systemscurriculum alignmentprofessional learningJournal article Evidence summaryAt a glance
Bennett critically examines six connected problems in formative assessment: inconsistent definitions, strong effectiveness claims based on a limited evidence base, insufficient attention to subject domains, weak integration of measurement principles, substantial demands on teacher knowledge and support, and tensions with the wider assessment system.
Key ideas
He argues that formative assessment is not one well-defined intervention, so effects cannot be assumed to transfer across practices or contexts. Useful evidence must be interpreted through a model of how learning develops in a domain, and teachers need tools that elicit diagnostically meaningful information and support appropriate action.
Why it matters
For educators and policymakers, the review recommends treating formative assessment as part of a coherent learning system in which curriculum, instruction, professional learning, classroom evidence, and external assessment work together rather than promoting isolated techniques.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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