By Tosin Alabi, OSU College of Health
The article “Classroom Assessment and Pedagogy” by Black and Wiliam (2018) explores how assessment should be deeply integrated into teaching, rather than treated as a separate task. Black and Wiliam argue that both formative assessment (ongoing feedback to help students learn) and summative assessment (evaluation at the end of a unit or course) are essential and should work together to support student learning. They suggest that when assessment is embedded in teaching, it helps teachers adapt to students’ needs and provides valuable information that can shape instructional decisions.
The authors conclude that effective teaching relies on both types of assessment working in synergy. Formative assessment gives students regular feedback and helps teachers identify areas where students need more support, while summative assessment provides a big-picture view of students’ progress. Rather than seeing these as competing approaches, Black and Wiliam propose using them together to create a more holistic and adaptive classroom environment. They believe that if assessment is integrated with instruction, it can create a continuous feedback loop that benefits both teaching and learning.
For teachers, this article highlights the value of using assessment not just for grading but as an essential part of the learning process. Teachers under pressure to “teach to the test” may focus on test preparation, limiting opportunities for deeper understanding. Black and Wiliam argue that combining formative and summative assessments can counteract this issue, helping teachers provide feedback that encourages student reflection and growth. This approach also helps students understand their learning progress and identify areas for improvement, making the classroom experience more student-centered.
Teachers reading this article can gain a deeper understanding of how to make assessments more effective. Black and Wiliam’s approach encourages educators to look at assessment as a continuous, integrated tool that informs teaching, supports learning, and provides a fuller picture of student achievement. This approach can ultimately lead to classrooms where students are more engaged and where assessment is seen as a meaningful part of the learning journey.
References
Black, P. J., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(3), 1-22. https://doi.org/10.1080/0969594X.2018.1441807
About the author: Tosin is a PhD student in Human Development and Family Studies, and is originally from Nigeria. Her research broadly focuses on child development and adolescent development, and mental health. Her current research interests include children and adolescents in foster care, and prevention sciences.
This post is based on an Ecampus GRAD 516 Graduate Teaching Seminar assignment from Dr. Funmi Amobi, CTL instructional consultant and college liaison. This article is posted with the permission of the author. The opinions expressed in guest posts are solely those of the authors.
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