Year: 2012
Type: dissertation
Abstract: When student learning is defined solely by the results of a summative test, the nature of the student is devalued and the process of learning is minimized. Currently, the educational quality of schools is often judged by performance on standardized tests. This has put strain on teachers to measure up to government-set standards and has left students struggling to perform on high-pressure tests. An alternative to such testing exists in formative assessment. When one looks closely at formative assessment and its use within a Christian classroom, one begins to see the value this method of assessment has: individualized attention is given to the needs of diverse learners, learning is valued as a process not a product, and a collaborative learning partnership is forged between teacher and student. This research describes key types of formative assessment which better meet the learning needs of today’s students in Christian schools.
Author: Kevin Schenk
Institution: Dordt University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W853858607