Closing the design cycle: A conclusive set of design principles for formative assessment plans

Abstract

Designing a plan for formative assessment can support teachers in using formative assessment to inform their decisions about the best next steps in teaching and learning. In a preliminary study, design principles were formulated to support teachers in designing a coherent and goal-oriented formative assessment plan. However, these design principles were, until now, merely based on a theoretical orientation. Teachers from four schools for secondary education have now designed and implemented their own formative assessment plans using these principles in multiple design cycles. Based on their experiences the design principles can be refined. The question in the current study is: What is the more conclusive set of design principles for formative assessment plans for the purpose of better-founded formative decision-making based on empirical and theoretical evidence? Through preparatory sessions and interviews with teachers per school, suggestions for adaptations of the design principles and essential characteristics of a plan to realize better-informed formative decision making were collected. The outcome of this study is a refined set of design principles that prescribes that a formative assessment plan needs to be constructive aligned, include decision-driven data collection and makes room for adjustment and improvement in teaching and learning, if it has to contribute to better-informed formative decisions. Furthermore, it describes the procedures that teachers should follow during the design process to realize these characteristics and outcomes. While this set of design principles is conclusive for now, further research on their practical efficacy may lead to further refinements in the future.