Do we really understand what formative assessment is? Examining the formative assessment definitions within the measurement and evaluation textbooks

Abstract

This study aimed at examining definitions made for the formative assessment within textbooks used for the measurement and evaluation courses of the teacher training programs. It was identified that there are 32 books which are currently accessible and have suitable content for teacher training programs. Based on the measurement and evaluations experts' suggestions and publication dates of the books, the 17 out of 32 textbooks were selected for the study group. It was found out that the 17 textbooks focus on the two themes regarding the formative assessment: how to apply the formative assessment and utilize the outcomes provided by it. The results brought out that the textbooks provide information about various aspects of the formative assessment such as aim, planning, content, application, and feedback process. In addition, the results of the study revealed that textbooks used in teacher training programs for measurement and evaluation courses often contain definitions that include misconceptions and conflicting information compared to the established body of knowledge. This finding indicates that it is required to have textbooks including information on the formative assessment, which is consistent with the recent related literature and cognitive approach. Teachers also need textbooks guiding them towards appropriately applying the formative assessment in the classroom. In addition, instructors are recommended to be aware that most of the textbooks currently utilized in teacher training programs for the measurement and evaluation courses include important misconceptions about formative assessment.