The foundation of the formative assessment theory can be traced back to seminal works such as Michael Scriven's article, "The Methodology of Evaluation," published in 1966 (Scriven, 1966). In this pivotal paper, Scriven proposed a novel perspective on assessment, emphasizing its role not only in measuring outcomes but also as a dynamic tool for understanding and enhancing the learning process. He introduced the concept of "formative evaluation," an early precursor to what we now recognize as formative assessment. At its core, formative assessment entails an ongoing, iterative process that empowers educators and students to make informed instructional decisions aimed at improving learning outcomes.

Since then, numerous scholars, including Benjamin Bloom, Paul Black, Dylan Wiliam, and others, have made significant contributions to the development of formative assessment theory and practice. (Black, P. & Wiliam, D. 1998).

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

In my role at the Centre for Learning Futures, we frequently turn to the Revised Bloom's Taxonomy as a guiding framework when designing courses across various disciplines. Our commitment lies in elevating educational objectives to higher cognitive levels while ensuring the means to assess the attainment of these goals for all students in the course. However, the challenge of implementing formative assessment in large classrooms often looms large. The demands on faculty time, coupled with the potential limitations of teaching assistants in providing constructive feedback, present formidable obstacles.

In recognition of these challenges, we have established a pragmatic approach. Faculty members are encouraged to incorporate at least one element of formative assessment in the overall course evaluation. They retain the flexibility to decide whether this element should be graded or non-graded, but our experience suggests that the quality of work tends to be higher when it carries a grading component. For instance, in the case of term papers, students are motivated to submit revised versions until they successfully achieve the intended learning objectives. In the context of projects, feedback is strategically provided at multiple junctures throughout the semester.

The elephant in the room is ofcourse- is it ok to ration formative assessment? Is something better than nothing in this case?

References:

Scriven, M. (1966). Methodology of Evaluation. Social Science Educational Consortium, 110

Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–75

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved [November 2, 2023] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/