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Developing formative assessment in the classroom: Using action research to explore and modify theory
journal contributionposted on 2023-06-07, 19:10 authored by Harry Torrance, John Pryor
This article reports the outcomes of a research project designed to investigate and develop formative classroom assessment in primary schools. The project was a collaborative one, involving two university-based researchers and a team of teacher-researchers. The aims were to build on basic research already carried out by the university researchers by investigating the issues from a more practical and applied perspective; consider how a collaborative action research approach to the professional development of teachers might be used to bring about changes in classroom assessment practices; and provide a basis for the further development and refinement of theory on formative assessment. The article reports on changes in classroom practice, particularly involving the clarification and communication of assessment criteria to pupils, and on the processes by which this came about.
JournalBritish Educational Research Journal
Department affiliated with
- Education Publications
NotesThis article was a major output of an ESRC funded research project involving action research with primary school teachers, which Pryor co-proposed with the other author. The theorization of formative assessment contained in the article has been influential, being widely cited internationally in work dealing with education from infant schools to university level. Its importance lies in its critical, sociologically informed account of formative assessment which is also grounded in the work of practitioner partners. During 2004, this article was the second most frequently accessed electronically from the journal's website. It is frequently cited in books on educational assessment.
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