formative classroom assessment and accountability assessment. Pastresearches have revealed that formative assessment alone is notenough for learners. While formative assessment tasks reveal errorsin instructionally useful ways to teachers, there is a need for afollow up process that engages teachers and students more. Such aform of assessment would require commitment towards resources,training and support systems on classroom assessment practices thatare proximal, diagnostic, positive and supportive, ongoing andco-owned by teachers and learners as well as external agencies likeparents. A well-balanced formative assessment is possible with bettersystems of school evaluation, accountability and quality learning.
The major claim by the authors about the instructional model is thatit is a learning model that focuses on formative assessment but notassessment on accountability. According to Madhabi (1), formativeassessment should be appropriately conducted, involve tasks andexercises that are diagnostic in properties and purposes and behelpful in shedding light on specific fine grained learning needs. Tosupport their position regarding the instructional model, authors usethe rationale that gaps exist in formative assessment and it needs tobe coupled with necessary follow up processes to engage students andlearners fully. Teachers should be able to include diagnosticassessment tasks in their daily instructional repertoires andinterpret student errors meaningfully with respect to the expectedlearning outcomes. Teachers need support systems to achievesuccessful assessment. According to author’s, instructional modeluses the rationale that assessment on tasks should be doneformatively to assess students ability but is not the mostappropriate way of finding a balance in learning. To support theirposition, authors coined PALD for a proposed model on diagnosticassessment based on talent and pedagogical, cognitive and assessmentsciences.
To some extent, I agree with the theorists on the need to strengtheninstructional model so that it becomes balanced. Instructional modeltheory strengths are supporting student learning through formativeassessment tasks that reveal errors while teaching and learning stillgoes on. It weaknesses are failing to assure quality learning andappropriate assessment of accountability. From my personal experienceand other readings, finding a balance in formative classroomassessment and assessment for accountability is necessary.
Madhabi,Chatterji.FormativeClassroom Assessment and Assessment For Accountability: Finding aBalance, 20141.Retrieved from http://blogs.edweek.org/edweek/assessing_the_assessments/2014/05/formative_classroo m_assessment_and_assessment_for_accountability_finding_a_balance.html