CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B

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Formative assessment: A meta-analysis and a call for research

Kingston, N., & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28-37. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1745-3992.2011.00220.x/pdf

There is a need to situate formative assessment early in the white paper because one form of the innovative assessment types (embedded, simulations, stealth, digital games, etc.) are associated with this type of assessment. It is important to first define what we mean by ‘formative assessment’ as several definitions are used in literature. Additionally, it is important to indicate how ‘formative assessment’ is different from ‘interm assessment’ and ‘assessment for learning’ (Bennett discusses the different definitions on pg 6-8 while Shute defines it on pg. 152). Bennett addresses six issues: definitional, effectiveness, domain dependency, measurement, professional development, and system (educational system has to foster formative assessment). Shute (a) reviews the literature on formative assessment and (b) apply findings to create guidelines to formative feedback. Kingston explored effect size of different formative assessment studies and gives 4 recommendations (clear description of method, provide effect size, conduct proper analysis, and research that determines factors influencing efficacy of formative assessment).

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