Formative assessment is more complex than it appears at first sight (Yorke cited in Carless, 2007). Formative assessment can be viewed as planned and structured or as informal and ad hoc, what Bell and Cowie refer to as interactive formative assessment (Bell and Cowie cited in Carless, 2007). This phenomenon may have practical impediments to formative assessment. Those that favour a formal and planned approach to formative assessment are inclined to believe that teachers do not have the time to conduct formative assessments, while those with the more constructivist interactive orientation tend to believe that formative assessment is just a fundamental part of good teaching (Carless, 2007). A further concern was students’ responses to formative assessment and in particular whether it may unduly increase their workload burden. Instrumental students may interpret some types of formative assessment as extra work for no marks or regard them as non-essential (Yorke cited in Carless, 2007).
References:
Carless, D. (2007). 'Learning-oriented assessment: conceptual bases and practical implications.' Innovations in Education and Teaching International 44.1, pp. 57–66.
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