Formative Assessment in Elementary School: Promoting Self-Regulated Learning, Intrinsic Motivation, and Self-Efficacy
Date
2018-04-09
Authors
Keenan, Patricia
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Abstract
Formative assessment is an approach for evaluating student progress and achievement that has become a widely used practice in elementary classrooms. It invites student input in every aspect of the learning process, and is argued to promote deeper understanding, encourage active participation and engagement in learning activities, provide opportunity for self and peer-assessment, allow for student responsibility and ownership, and positively affect life-long learning. At the elementary level, there exists a divide between formative assessment and the more typical practice of summative assessment, the latter being characterized by numerical scores and letter grades determined by teachers to communicate student learning. Literature suggests that formative assessment is the favorable choice for assessment practice. This project reviews empirical evidence that suggests formative assessment better supports student learning in three major areas: self-regulated learning, intrinsic motivation, and self-efficacy. Studies report that the formative approach allows students to develop needed skills at a self-regulated pace, increases intrinsic motivation for tasks, and enhances self-efficacy. Formative assessment has become a relevant topic for researchers and the greater educational community for its positive impact on student learning.
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formative assessment, summative assessment, self-regulated learning, intrinsic motivation, self-efficacy, elementary school