Introduction
As an educator, improving student learning outcomes is a top priority. Formative assessment is a technique that can provide valuable feedback to both teachers and students to enhance the learning process. Formative assessments are “used by teachers and students during instruction to evaluate student comprehension and learning needs.” (Panadero & Romero, 2014). They differ from summative assessments, which are traditionally used to evaluate learning at the end of an instructional unit. The goal of this action research project is to investigate how incorporating formative assessments can impact student learning and achievement in my 8th grade social studies classroom.
Literature Review
A review of literature on formative assessment reveals both benefits and challenges to consider when implementing this approach in the classroom. Formative assessments provide immediate feedback that can be used to adapt teaching and modify learning activities (Black & Wiliam, 1998). When combined with ongoing adjustment of teaching, formative assessments have been shown to significantly improve student achievement (Black & Wiliam, 1998). Feedback from formative assessments helps students identify their strengths and weaknesses to guide their own learning (Ardasheva et al., 2015; Wiliam, 2011). Formative assessments also empower students to become active participants in the learning process rather than passive receivers of information (Bennett, 2011).
Effective formative assessment requires teachers to thoughtfully integrate tasks, provide timely feedback, and adjust instruction based on evidence of student understanding (Heritage, 2007). As feedback is a crucial component, teachers need protected time for evaluation and response to achieve the full benefits of formative assessment (Bennett, 2011; Heritage, 2007; Sadler, 1989). Formative assessment also introduces challenges around student buy-in; students must see value in the process and be invested in using feedback to improve (Wiliam, 2011). With large class sizes, it may not always be feasible for teachers to provide meaningful individualized feedback to every student (Bennett, 2011). Overall, the literature suggests formative assessment has strong potential to deepen learning when implemented effectively.
Methodology
The action research project took place over a six-week period in my 8th grade civics class. The class consisted of 26 students in an urban public middle school. To gather baseline data, I administered a pre-assessment covering key content from the first two units of study. Throughout the following four weeks of instruction, I incorporated three short formative assessments into each unit. These assessments included things like exit tickets, thought-exchange discussions, graphic organizers, and short constructed responses.
Within 24 hours, I reviewed student work and provided brief yet targeted feedback on strengths and areas for growth. I also used results to inform adjustments to my upcoming lesson plans. For example, if multiple students struggled with a particular concept, I retaught that content area in a small group session. At the end of the six weeks, students completed an identical post-assessment to measure learning growth. I also administered a student survey to gather perceptions on the impact of formative assessment and feedback on their learning. Throughout the process, I kept a reflective journal to document instructional adjustments and emerging themes.
Findings
Analysis of pre- and post-assessment scores revealed statistically significant gains in student learning after incorporating formative assessments (t=-3.87, p < .01). The average score increased from 68% to 79%. All but one student showed improvement from pre-to post-assessment. Feedback from formative assessments also appeared to positively influence student metacognition and sense of responsibility over the learning process. On the survey, 89% of students agreed the assessments and feedback helped them understand what they had not yet learned.
Additionally, 83% felt the feedback motivated them to put more effort into studying concepts they had struggled with initially. Observation notes and reflective journaling revealed formative assessment prompted deeper discussion and inquiry during lessons as students tapped into misconceptions surfaced through feedback. Though grading and providing commentary on formative assessments within a 24-hour turnaround required additional effort outside of class time, observing the learning impact encouraged me to sustain this approach.
Action Plan
Based on the positive results of this action research, I plan to more fully integrate formative assessment into my instructional practices going forward. To effectively do so at scale, I will need to thoughtfully select the assessment tools best suited to each learning objective. Tailored rubrics and guides will help students understand expectations and how to apply feedback. I will also continue protecting time for review and targeted feedback, even if that means shortening assessment tasks at times. Collaboration with colleagues can support shared practices around effective formative assessment across disciplines.
Andrew Stroud