Formative assessment: translating high-level curriculum principles into classroom practice

Abstract

The curriculum is the totality of experiences which are planned for young learners through their education, wherever they are being educated. It determines the ethos of the school as a learning community, curriculum subjects and areas, interdisciplinary learning, and opportunities to attain personal and learning goals. An effective curriculum, which meets the needs of the twenty-first century learner improves numeracy and literacy, promotes health and well-being, and supports the social and technical skills required for learning, life and work (lifelong learning). Relatively recent developments in the policy frameworks of numerous nations have seen the implementation of an interactive style of teaching and learning called formative assessment. Formative classroom assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. This article uses a range of sources, including policy and framework documentation relating to the development and implementation of a curriculum which drives interactive assessment practices designed to make evidence of learning visible as assessment data with potentially lifelong effects. The purpose of this article is to delineate a ‘formative curriculum’ designed to drive classroom practices that create responsible citizens, confident individuals, effective contributors, and successful learners.

Keywords:

• formative assessment
• curriculum principles
• lifelong learning
• interaction
• curriculum design
• classroom practice

Additional information

Notes on contributors

Ian Clark

Dr Ian Clark is currently employed at a research university in Nagoya, Japan. He qualified with a PGCE(QTS) from Manchester in 2002, an MA (Education) in 2004, and completed doctoral studies in Curriculum and Instruction at the University of Washington, Seattle in 2013. He has been teaching a variety of subjects across multiple national contexts since 1997.