Formative assessment and the design of instructional systems¶
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
Cited by¶
2 citations across 2 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Summative Assessment
- (4) The deeper abstraction is that summative assessment provides the reliable, defensible judgments about individual and program achievement that enable large-scale educational systems to function — credentialing, transcript-granting, college admissions, licensure, program accountability, and international comparisons all depend on summative measurement, an abstraction Sadler (1989) sharpened in his analysis of formative assessment by clarifying what summative assessment must contribute to instructional systems.
This sourceSharpens the formative-summative distinction by analyzing the conditions under which assessment information supports learning versus certification, clarifying what summative assessment must contribute to defensible system-level judgments.
- (4) The deeper abstraction is that summative assessment provides the reliable, defensible judgments about individual and program achievement that enable large-scale educational systems to function — credentialing, transcript-granting, college admissions, licensure, program accountability, and international comparisons all depend on summative measurement, an abstraction Sadler (1989) sharpened in his analysis of formative assessment by clarifying what summative assessment must contribute to instructional systems.
Mechanisms¶
- Formative Rubric
- Its strength is making quality legible and diagnosable: it gives feedback-giver and learner a shared vocabulary and a concrete next target, and its described levels satisfy the conditions under which feedback can actually close a gap.
This sourceExplains the conditions under which formative feedback can close a performance gap.
- Its strength is making quality legible and diagnosable: it gives feedback-giver and learner a shared vocabulary and a concrete next target, and its described levels satisfy the conditions under which feedback can actually close a gap.
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