1. Research:
1.1. Another study demonstrated the relationship between conceptual resources and their application to formative assessments through the conversations between preservice teachers and their mentors (Gao, Liu and McKinnery, 2019).
1.2. Black and William's research reviewed more then 250 studies from around the world on classroom assessment. The data reported that "subsequent gains in student test performance" were seen when formative assessment was in place"(Bennett, 2011, p. 8).
1.2.1. This research article reiterates the importance of having support within the classroom in order to efficiently implement formative assessment.
1.3. One study observed 838 five year old students who came from disadvantaged backgrounds. The teachers were specifically trained to implement a formative assessment that involved progressions. The research showed that those students scored significantly higher in reading, mathematics, and science than the control group (Hopfenbeck, 2018, p. 550).
1.3.1. Demonstrates the significance of training and knowledge of the teachers who are implementing formative assessment strategies within their classroom. Is this a common gap in general throughout education? And if so, how can this be fixed?
1.3.1.1. A significant finding of this research is that formative assessment has an extremely beneficial impact on low achieving students. “ While formative assessment can help all pupils, it yields particularly good results with low achievers by concentrating on specific problems with their work” (Hopfenbeck, 2018, p. 551).
1.4. A study that was completed in Portugal examined the impact of formative assessment teacher training in mathematics. The study involved 25 teachers who were to be specifically trained and another 20 students who acted as the control group. A total of 246 students between the ages of 8 and 9 and another 108 students aged between 10 and 14 were included in the study. The 8-9 year old students who had daily learning objectives and assessment criteria has twice the amount of gains as the control group (Black & William, 1998).
1.5. A study that assessed the impact of using formative assessment practices in K-12 classrooms on student achievement found that it maximised the students overall achievement and academic results (Kingston & Nash, 2011).
2. Outcomes of Formative Assessment in the classroom:
2.1. It provides opportunities to teachers that should help facilitate "improved pedagogical practices and instructional outcomes" (Dunn & Mulvenon, 2009, p.3).
2.1.1. A novice teacher and an experienced teacher were asked to use different formative assessment methods whilst learning the same content. The control group were tested once after each chapter, whereas the treatment group were tested three times throughout the same chapter. The only statistical difference was found within the novice teacher group, which indicates that "frequent assessments is more important in novice teachers' classrooms" (Dunn & Melvenon, 2009, p.4).
2.1.1.1. A similar study conducted with 30 novice teachers showed similar findings. Stating that out of the 30 novice teachers "knowledge of assessment methods were scant" (Maclellan, 2004, p. 526).
2.1.1.1.1. The gap between novice and experiences teachers regarding assessment is to be expected as they lack the experience of putting formative assessments in place. However, I believe that the gap can be reduced with the right support and guidance from both within the university and as a graduate teacher.
2.2. "Assessment for learning is currently being touted as one of the most promising pedagogical approaches for enhancing student learning" (DeLuca, Luu, Sun & Klinger, 2012, p. 5).
2.2.1. However, there is noticeable barriers that have been identified from research that limit the effectiveness of assessment for learning. How it is currently defined, its demands and the lack of effective models for professional development are some key findings. As well as practical barriers such as time restraints and class sizes (DeLuca et al., 2012).
2.2.1.1. Are these barriers manageable and do the positives of formative assessment within the classroom outweigh the negatives?
3. Implementing Formative Assessment in the classroom and the role of the teachers:
3.1. Two essential questions need to be asked when implementing successful formative assessment in classrooms: how the students performance can be evaluated and what strategies are to be implemented for future learning based on the students needs (Gao, Liu & Mckineery, 2019).
3.2. A case study that investigated formative assessment approaches between three experienced teachers had varying findings (Box, Skoog & Dabbs, 2015).
3.2.1. The most notable difference in the findings was the knowledge of the teachers which played a "critical role in shaping their assessment practices" and their ability to implement formative assessment approaches within their classroom practices (Box, Skoog & Dabbs, 2015, p. 960).
3.2.1.1. This research finding is a common find between almost all of the research articles and case studies. Teachers knowledge and experience plays a critical role in the implementation of formative assessment strategies.
3.2.1.2. The research also indicated that the teachers who felt supported from their department and colleagues and who were "encouraged to venture out from the norms of teaching" had better academic results from their students ( Box, Skoog & Dabbs, 2015, p.960).
3.2.1.3. Another study demonstrated the relationship between conceptual resources and their application to formative assessments through the conversations between preservice teachers and their mentors (Gao, Liu and McKinnery, 2019).