Peter Gu
LALS Associate Professor

This presentation outlines a framework for evaluating the argument-based validity of classroom-based formative assessment (CBFA). It is hoped that teachers will find the framework useful in validating their own CBFA.

Classroom-based formative assessment (CBFA) refers to assessment events that happen within or beyond one class for the purposes of teaching and learning. One complete CBFA event includes 1) elicitation of evidence of students’ understanding or learning, 2) interpretation of the elicited information against the learning target or success criteria, 3) feedback based on this interpretation for the student in question, and 4) follow-up action taken by the student or teacher to improve learning. More often than not, learning only takes place after the completion of a series of these cyclical, and spiralling CBFA events.