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Formative Assessment: Can the Claims for Effectiveness Be Substantiated?

In primary and secondary education, formative assessment has become a common theme at conferences, a standard offering in test company catalogues, and a focus for teacherin-service training. A key reason for the popularity of formative assessment is, undoubtedly, the claims that have been made for its effectiveness. The most commonly cited quantitative claims are for effects between .4 and .7 standard deviations, although some individuals have asserted effects of up to 2 standard deviations. This paper reviews the evidentiary sources cited for these claims, and suggests how the effectiveness of formative assessment might be represented more responsibly.

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