Critique of the Formative Assessment Approach in Secondary Education

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Critique of the Formative Assessment Approach in Secondary Education

Introduction

Assessment plays a central role in teaching and learning. It not only measures students’ achievement but also shapes teaching strategies and learner progress. Among the many assessment approaches, formative assessment has gained prominence for its focus on continuous feedback and learning improvement. This essay critiques formative assessment as an approach within the context of secondary education, particularly in English classrooms. It examines its strengths, weaknesses, and overall impact on student learning and motivation, concluding with recommendations to enhance its effectiveness.

Understanding Formative Assessment

Formative assessment refers to the process of gathering evidence about student learning throughout the teaching process, using that information to adapt instruction and support improvement. Unlike summative assessment, which measures learning outcomes at the end of a unit or course, formative assessment is ongoing and diagnostic in nature (Black & Wiliam, 1998). Common techniques include quizzes, peer assessments, class discussions, feedback sheets, and teacher–student conferences.

In secondary education, formative assessment is often embedded in everyday classroom activities. For example, in an English class, a teacher might use short writing tasks, question-and-answer sessions, or oral feedback to identify students’ understanding of a text and adjust teaching accordingly.

Strengths of Formative Assessment

One of the strongest advantages of formative assessment is its ability to enhance learning through feedback. According to Hattie and Timperley (2007), effective feedback helps students identify gaps in their understanding and develop strategies for improvement. When learners receive timely and constructive feedback, they are more likely to take ownership of their progress.

Another strength lies in student motivation and engagement. Formative assessment encourages active participation rather than passive reception. Nicol and Macfarlane-Dick (2006) argue that involving students in assessment, through peer review or self-assessment, builds self-regulation and confidence. In secondary English classrooms, where analytical and critical thinking skills are crucial, such autonomy is particularly valuable.

Moreover, formative assessment benefits teachers by offering immediate insights into student progress. Teachers can identify misconceptions early and tailor instruction to diverse learning needs. This responsiveness contributes to inclusive education, allowing students of varying abilities to achieve success.

Weaknesses and Challenges

Despite its benefits, formative assessment also presents several challenges in secondary education. One major issue is the inconsistency in how teachers implement it. Effective formative assessment requires skilled questioning, meaningful feedback, and time for reflection, but many teachers face heavy workloads and time constraints (Torrance & Pryor, 2001). As a result, feedback may become superficial or infrequent, reducing its impact.

Another limitation concerns the reliability and objectivity of formative assessment. Because much of it is based on teacher observation and informal feedback, it may lack standardisation compared with summative methods. Some students may also perceive continuous assessment as stressful or overly critical, particularly if feedback is poorly communicated.

There is also the risk that formative assessment becomes too focused on performance rather than learning. When teachers use it primarily to predict grades rather than to guide improvement, its developmental purpose is lost. In English education, this can lead to formulaic writing or limited creativity as students prioritise meeting assessment criteria instead of developing expressive skills.