Over on an open document educators have been recording their thoughts about the challenges of formative assessment in schools. It is a crucial part of learning and there have been some interesting reactions, so I thought I would draw out some comments and explore them more deeply. Here is the first:
Pupils themselves often find the transition to formative assessment extremely difficult: the urge to ask “What grade did I get though?” is so strong and deeply set in their minds!
This comment really struck me because of what it implies. When schools implement systems and policies for assessment we are intervening in the process of learning in some fashion. The comment above implies that we are also forming long lasting habits, which is perfectly understandable – if consistently applied we are shaping what learning is for many students.
What a shame it would be if students really do only think of what it will lead to, an outcome, a grade – and to lose sight of the process of learning, which formative assessment can contribute to.
If a student group finds anything about formative assessment difficult we have done them a dis-service. If they rely too heavily on the “grade”, the importance of their learning habits and sheer joy of learning have surely been left far behind.