TY - JOUR
T1 - Meanings and consequences
T2 - A basis for distinguishing formative and summative functions of assessment?
AU - Wiliam, Dylan
AU - Black, Paul
PY - 1996/1/1
Y1 - 1996/1/1
N2 - The assessment process is characterised as a cycle involving elicitation of evidence, which when interpreted appropriately may lead to action, which in turn, can yield further evidence and so on. An assessment is defined as serving a formative function when it elicits evidence that yields construct-referenced interpretations that form the basis for successful action in improving performance, whereas summative functions prioritise ihe consistency of meanings across contexts and individuals. Aspects of the interplay of meanings and consequences are explored for each of the three phases, and it is suggested that this interplay may be fruitful in distinguishing the two functions. Tensions between summative and formative functions of assessment are illustrated in the context of the National Curriculum, and although it is shown that such tensions will always exist, it is suggested that the separation of the elicitation of evidence from its interpretation can mitigate that tension.
AB - The assessment process is characterised as a cycle involving elicitation of evidence, which when interpreted appropriately may lead to action, which in turn, can yield further evidence and so on. An assessment is defined as serving a formative function when it elicits evidence that yields construct-referenced interpretations that form the basis for successful action in improving performance, whereas summative functions prioritise ihe consistency of meanings across contexts and individuals. Aspects of the interplay of meanings and consequences are explored for each of the three phases, and it is suggested that this interplay may be fruitful in distinguishing the two functions. Tensions between summative and formative functions of assessment are illustrated in the context of the National Curriculum, and although it is shown that such tensions will always exist, it is suggested that the separation of the elicitation of evidence from its interpretation can mitigate that tension.
UR - http://www.scopus.com/inward/record.url?scp=0030369925&partnerID=8YFLogxK
U2 - 10.1080/0141192960220502
DO - 10.1080/0141192960220502
M3 - Article
AN - SCOPUS:0030369925
SN - 0141-1926
VL - 22
SP - 537
EP - 548
JO - British Educational Research Journal
JF - British Educational Research Journal
IS - 5
ER -