You are here:

The Many Faces of Formative Assessment

, , ,

IJTLHE Volume 23, Number 1, ISSN 1812-9129


In this research paper we consider formative assessment (FA) and discuss ways in which it has been implemented in four different university courses. We illustrate the different aspects of FA by deconstructing it and then demonstrating effectiveness in improving both teaching and student achievement. It appears that specifically "what is done" was less important since there were positive achievement gains in each study. While positive gains were realized with use of technology, gains were also realized with implementation of nontechnology dependent techniques. Further, gains were independent of class size or subject matter. (Contains 5 tables.)


Stull, J., Varnum, S.J., Ducette, J. & Schiller, J. (2011). The Many Faces of Formative Assessment. International Journal of Teaching and Learning in Higher Education, 23(1), 30-39. Retrieved January 21, 2020 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.



View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References