Formative Assessment as the Path to a Higher Quality of Knowledge

Mojca Mihelic; Eva Zore

doi:doi:10.11648/j.sjedu.20221001.14

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Formative Assessment as the Path to a Higher Quality of Knowledge

Mojca Mihelic, Eva Zore

Published in Science Journal of Education (Volume 10, Issue 1)

Received: 2 December 2021 Accepted: 8 January 2022 Published: 9 February 2022

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Abstract

Formative assessment of students' knowledge is seen as the bridge between the learning and teaching process. It mainly involves providing feedback and developing the student's ability to self-evaluate. In essence, the teacher shifts from the role of knowledge provider to the role of a guide through the learning process. Formative assessment increases the quality of knowledge, impacts the students’ involvement in the learning process, and encourages them to be responsible for their own knowledge and learning. It is indirectly already a part of the teaching process of many Slovenian elementary schools that provide education in line with the national education programme, whereas at schools that offer The International Baccalaureate (IB) international education programme, students can only formally be graded after prior formative assessment. The article discusses the discrepancies in understanding the importance of formative assessment in two established education programmes. In the international education programme, it serves as a valid basis for grading and is an integral part of the final grade, while in the national education programme, formative assessment is considered an activity parallel to knowledge assessment, which, according to the rules, should not be considered when grading. The final grade under the national education programme is only a snapshot of the student’s knowledge at that moment. It does not allow taking into account the student’s performance in partial knowledge assessments, which deprives children and parents of applicative and useful feedback about the student's knowledge or their progress. Sophisticated teaching methods, such as individualization, differentiation, and personalization, are considered quality tools of formative assessment as they encourage comprehensive learning and critical thinking, motivate curiosity and imagination, as well as strengthen the student’s ability to connect knowledge from various fields.

Published in	Science Journal of Education (Volume 10, Issue 1)
DOI	10.11648/j.sjedu.20221001.14
Page(s)	28-33
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Formative Assessment, Quality Knowledge, Evaluation of Student Progress, Feedback

References

[1]	Blažič, M., Ivanuš-Grmek, M., Kramar, M., Strmčnik, F., Tancer, M. (2003). Didaktika: visokošolski učbenik. [Didactics] Visokošolsko središče, Inštitut za raziskovalno in razvojno delo.
[2]	Brodnik, V. (2017). Formativno spremljanje in vrednotenje znanja in učenja zgodovine. Zgodovina v šoli [Historz in school], XXV, št. 1, str. 17–29.
[3]	Holcar B., A., Bizjak, C., Borstner, M., Cotič P., J., Eržen V., Kerin, M. (2017). Formativno spremljanje v podporo vsakemu učencu [Formative assessment as students' support], 2. zvezek (Vključujoča šola). Ljubljana: ZRSŠ.
[4]	Mihelič, M. (2020). Naj formativno spremljanje v osnovni šoli zavzame mesto ocenjevanja znanja? Posvet Naj formativno spremljanje v osnovni šoli zavzame mesto ocenjevanja? (12. 2. 2020), Formativno spremljanje in vrednotenje. (PowerPoint).
[5]	Nolimal, F. (2020). Personalizacija vzgojno-izobraževalnega dela kot odgovor na izzive šolstva [Personalisation of educational work as a response to challenges in schooling]. Ljubljana: Zavod za šolstvo Republike Slovenije. Availible on https://www.zrss.si/naravoslovje2015/files/petek-sekcijsko/Personalizacija-vzgojno-izobrazevalnega-dela-kot-odgovor-na-izzive.pdf. (Acquired 30. 8. 2020).
[6]	Pevec, S. K. (2009). Na poti med individualizacijo, diferenciacijo in personalizacijo pouka. [Path between individualization, differentiation and personalization in educational process]. Ljubljana: Zavod za šolstvo Republike Slovenije. Availible on https://www.slideserve.com/hao/na-poti-med-individualizacijo-diferenciacijo-in-personifikacijo-pouka. (Acquired 30. 8. 2020).
[7]	Podjetnost – samoiniciativna in kreativna mladina (2017). Availible on https://www.schooleducationgateway.eu/sl/pub/resources/tutorials/entrepreneurship-empowering-y.htm (Acquired 5. 5. 2020).
[8]	Strmčnik, F. (1993). Učna diferenciacija in individualizacija v naši osnovni šoli [Diferentiation and individualization in primary schools]. Ljubljana: Zavod Republike Slovenije za šolstvo in šport.
[9]	Wiliam, D. (2018). Embedded Formative Assessment, Second Edition. Bloomington, Indiana: Solution Tree Press.
[10]	Greenstein, L. (2010). What Teachers Really Need to Know about Formative Assessment. Alexandria, Virginia: Association for Supervision & Curriculum Development, p. 5-20.
[11]	Fisher D., Frey N (2007). Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria: Virginia, ASCD. Print.
[12]	Pravilnik o preverjanju in ocenjevanju znanja ter napredovanju učencev v osnovni šoli [Rules on checking and assessing knowledge and progress of students in primary school]. (2013). Uradni list RS, št. 52/13.

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Mojca Mihelic, Eva Zore. (2022). Formative Assessment as the Path to a Higher Quality of Knowledge. Science Journal of Education, 10(1), 28-33. https://doi.org/10.11648/j.sjedu.20221001.14

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Mojca Mihelic; Eva Zore. Formative Assessment as the Path to a Higher Quality of Knowledge. Sci. J. Educ. 2022, 10(1), 28-33. doi: 10.11648/j.sjedu.20221001.14

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Mojca Mihelic, Eva Zore. Formative Assessment as the Path to a Higher Quality of Knowledge. Sci J Educ. 2022;10(1):28-33. doi: 10.11648/j.sjedu.20221001.14

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@article{10.11648/j.sjedu.20221001.14,
  author = {Mojca Mihelic and Eva Zore},
  title = {Formative Assessment as the Path to a Higher Quality of Knowledge},
  journal = {Science Journal of Education},
  volume = {10},
  number = {1},
  pages = {28-33},
  doi = {10.11648/j.sjedu.20221001.14},
  url = {https://doi.org/10.11648/j.sjedu.20221001.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20221001.14},
  abstract = {Formative assessment of students' knowledge is seen as the bridge between the learning and teaching process. It mainly involves providing feedback and developing the student's ability to self-evaluate. In essence, the teacher shifts from the role of knowledge provider to the role of a guide through the learning process. Formative assessment increases the quality of knowledge, impacts the students’ involvement in the learning process, and encourages them to be responsible for their own knowledge and learning. It is indirectly already a part of the teaching process of many Slovenian elementary schools that provide education in line with the national education programme, whereas at schools that offer The International Baccalaureate (IB) international education programme, students can only formally be graded after prior formative assessment. The article discusses the discrepancies in understanding the importance of formative assessment in two established education programmes. In the international education programme, it serves as a valid basis for grading and is an integral part of the final grade, while in the national education programme, formative assessment is considered an activity parallel to knowledge assessment, which, according to the rules, should not be considered when grading. The final grade under the national education programme is only a snapshot of the student’s knowledge at that moment. It does not allow taking into account the student’s performance in partial knowledge assessments, which deprives children and parents of applicative and useful feedback about the student's knowledge or their progress. Sophisticated teaching methods, such as individualization, differentiation, and personalization, are considered quality tools of formative assessment as they encourage comprehensive learning and critical thinking, motivate curiosity and imagination, as well as strengthen the student’s ability to connect knowledge from various fields.},
 year = {2022}
}

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T1  - Formative Assessment as the Path to a Higher Quality of Knowledge
AU  - Mojca Mihelic
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PY  - 2022
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VL  - 10
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Author Information

Mojca Mihelic

Maths and Physics and Headmistress, Danila Kumar Elementary School, Ljubljana, Slovenia
Eva Zore

English and Slovenian Language, Danila Kumar Elementary School, Ljubljana, Slovenia

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APA Style

Mojca Mihelic, Eva Zore. (2022). Formative Assessment as the Path to a Higher Quality of Knowledge. Science Journal of Education, 10(1), 28-33. https://doi.org/10.11648/j.sjedu.20221001.14

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ACS Style

Mojca Mihelic; Eva Zore. Formative Assessment as the Path to a Higher Quality of Knowledge. Sci. J. Educ. 2022, 10(1), 28-33. doi: 10.11648/j.sjedu.20221001.14

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AMA Style

Mojca Mihelic, Eva Zore. Formative Assessment as the Path to a Higher Quality of Knowledge. Sci J Educ. 2022;10(1):28-33. doi: 10.11648/j.sjedu.20221001.14

Copy | Download

@article{10.11648/j.sjedu.20221001.14,
  author = {Mojca Mihelic and Eva Zore},
  title = {Formative Assessment as the Path to a Higher Quality of Knowledge},
  journal = {Science Journal of Education},
  volume = {10},
  number = {1},
  pages = {28-33},
  doi = {10.11648/j.sjedu.20221001.14},
  url = {https://doi.org/10.11648/j.sjedu.20221001.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20221001.14},
  abstract = {Formative assessment of students' knowledge is seen as the bridge between the learning and teaching process. It mainly involves providing feedback and developing the student's ability to self-evaluate. In essence, the teacher shifts from the role of knowledge provider to the role of a guide through the learning process. Formative assessment increases the quality of knowledge, impacts the students’ involvement in the learning process, and encourages them to be responsible for their own knowledge and learning. It is indirectly already a part of the teaching process of many Slovenian elementary schools that provide education in line with the national education programme, whereas at schools that offer The International Baccalaureate (IB) international education programme, students can only formally be graded after prior formative assessment. The article discusses the discrepancies in understanding the importance of formative assessment in two established education programmes. In the international education programme, it serves as a valid basis for grading and is an integral part of the final grade, while in the national education programme, formative assessment is considered an activity parallel to knowledge assessment, which, according to the rules, should not be considered when grading. The final grade under the national education programme is only a snapshot of the student’s knowledge at that moment. It does not allow taking into account the student’s performance in partial knowledge assessments, which deprives children and parents of applicative and useful feedback about the student's knowledge or their progress. Sophisticated teaching methods, such as individualization, differentiation, and personalization, are considered quality tools of formative assessment as they encourage comprehensive learning and critical thinking, motivate curiosity and imagination, as well as strengthen the student’s ability to connect knowledge from various fields.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Formative Assessment as the Path to a Higher Quality of Knowledge
AU  - Mojca Mihelic
AU  - Eva Zore
Y1  - 2022/02/09
PY  - 2022
N1  - https://doi.org/10.11648/j.sjedu.20221001.14
DO  - 10.11648/j.sjedu.20221001.14
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 28
EP  - 33
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20221001.14
AB  - Formative assessment of students' knowledge is seen as the bridge between the learning and teaching process. It mainly involves providing feedback and developing the student's ability to self-evaluate. In essence, the teacher shifts from the role of knowledge provider to the role of a guide through the learning process. Formative assessment increases the quality of knowledge, impacts the students’ involvement in the learning process, and encourages them to be responsible for their own knowledge and learning. It is indirectly already a part of the teaching process of many Slovenian elementary schools that provide education in line with the national education programme, whereas at schools that offer The International Baccalaureate (IB) international education programme, students can only formally be graded after prior formative assessment. The article discusses the discrepancies in understanding the importance of formative assessment in two established education programmes. In the international education programme, it serves as a valid basis for grading and is an integral part of the final grade, while in the national education programme, formative assessment is considered an activity parallel to knowledge assessment, which, according to the rules, should not be considered when grading. The final grade under the national education programme is only a snapshot of the student’s knowledge at that moment. It does not allow taking into account the student’s performance in partial knowledge assessments, which deprives children and parents of applicative and useful feedback about the student's knowledge or their progress. Sophisticated teaching methods, such as individualization, differentiation, and personalization, are considered quality tools of formative assessment as they encourage comprehensive learning and critical thinking, motivate curiosity and imagination, as well as strengthen the student’s ability to connect knowledge from various fields.
VL  - 10
IS  - 1
ER  -

Copy | Download