[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-473136-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-473136-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","formative-and-stealth-assessment","Formative and Stealth Assessment","","Formative and stealth assessment focuses on gathering information about learners in relation to specific competencies to support valid, reliable inferences. It argues that assessment should guide and enhance learning through encouragement, timely feedback during instruction, and responsiveness to how people learn. The chapter contrasts formative assessment with summative approaches and explains stealth assessment as an evidence-based way to embed assessments into learning environments. It also reviews how educational assessment is used in accountability systems.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/formative-and-stealth-assessment/473136/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/formative-and-stealth-assessment/473136.png","ImageObject",300,407,{"name":42,"@type":43},"miaandmiso","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-07","2026-09-30",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the primary goal of formative assessment described here?","Question",{"text":63,"@type":64},"Improving learning by using assessment to support learning outcomes and processes students need to succeed.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does formative assessment differ from summative assessment?",{"text":68,"@type":64},"Formative assessment provides useful information and feedback during the learning process, while summative assessment is used as a judgment at the end.",{"name":70,"@type":61,"acceptedAnswer":71},"What is stealth assessment in this context?",{"text":72,"@type":64},"An evidence-based approach that weaves assessments directly into learning environments rather than treating assessment as a separate end-stage activity.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},473136,1791113725,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112},7971478544854,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","[AU1]  \n1 Formative and Stealth Assessment 25  \n2 Valerie J. Shute and Yoon Jeon Kim  \n3  Abstract   \n4 Assessing generally refers to the process of gathering information about a person relative to  \n5 specific competencies and other attributes, in formal or informal learning contexts. This  \n6 should lead to valid and reliable inferences about competency levels, which in turn may be  \n7 used for diagnostic and/or predictive purposes. Too often, classroom and other high-stakes  \n8 assessments are used for purposes of grading, promotion, and placement, but not to enhance  \n9 learning. In this chapter, we focus on formative assessment which posits that assessment  \n10 should (a) encourage and support, not undermine, the learning process for learners and teach- 11 ers; (b) provide formative information whenever possible (i.e., give useful feedback during 12 the learning process instead of a single judgment at the end); and (c) be responsive to what is  \n13 known about how people learn, generally and developmentally. This type of assessment has  \n14 as its primary goal improvement of learning, which is critical to support the kinds of learning  \n15 outcomes and processes necessary for students to succeed in the twenty-first century. It is  \n16 referred to as “formative assessment,” or assessment for learning, in contrast to “summative 17 assessment”(or assessment of learning). This chapter overviews the role of formative assess- 18 ment in education generally, and also touches on stealth assessment specifically—an  \n19 evidence-based approach to weaving assessments directly into learning environments  \n20 (Shute, Computer games and instruction. Charlotte, NC: Information Age Publishers, 2011).  \n21  Keywords   \n22 Competency • Evidence-centered design (ECD) • Formative assessment • Stealth  \n23 assessment  \n24 Introduction  \n25 Assessment should not merely be done to students; rather, it  \n26 should also be done for students, to guide and enhance their  \n27 learning. NCTM (2000) .  \nV.J. Shute (*)• Y.J. Kim  \nFlorida State University, 1114 W. Call Street, PO Box 3064453, Tallahassee, FL 32306-4453, USA  \ne-mail: [vshute@fsu.edu](vshute@fsu.edu); [yjkim.fsu@gmail.com](yjkim.fsu@gmail.com)  \nIn the United States, assessment currently plays a 28 significant (and often heavy-handed) role in educational sys- 29 tems. A prevalent form of assessment in education today is 30 the standardized test. The primary goal of standardized tests 31 is to ensure accountability of schools and teachers. Our 32 nation’s usage of standardized tests has increased consider- 33 ably since the No Child Left Behind (NCLB) Act was signed 34 into law in 2001 (Chappius & Chappius, 2008). For example, 35 before NCLB, 19 states required annual reading and mathe- 36 matics tests in grades 3–8, and one test administered in high 37 school. By 2006, every state required standardized testing 38 (Jennings & Rentner, 2006) . 39  \nJ.M. Spector et al. (eds.), Handbook of Research on Educational Communications and Technology, DOI 10.1007/978-1-4614-3185-5_ 25, © Springer Science+Business Media New York 2013  \n V.J. Shute and Y.J. Kim  \n40 Although there is a little evidence supporting positive Measurement and Assessment 93  \n41 effects of the NCLB Act, there is extensive criticism about  \n42 the hidden costs of NCLB. For instance, Stiggins (2002) Different models of educational measurement are associated 94  \n43 argued,“We are a nation obsessed with the belief that the with different instructional practices in the classroom and 95  \n44 path to school improvement is paved with better, more fre- thus have different effects on student learning. Historically, 96  \n45 quent, and more intense standardized testing. The problem is the main aim of measuring students’ educational progress 97  \n46 that such tests, ostensibly developed to ‘leave no student was to identify differences among students in order to rank 98  \n47 behind,’ are in fact causing major segments of our student order t","cbCaimwl6JAdpnwe","https://ap.wps.com/l/cbCaimwl6JAdpnwe","pdf",343819,12,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What is the primary goal of formative assessment described here?\",\"answer\":\"Improving learning by using assessment to support learning outcomes and processes students need to succeed.\"},{\"question\":\"How does formative assessment differ from summative assessment?\",\"answer\":\"Formative assessment provides useful information and feedback during the learning process, while summative assessment is used as a judgment at the end.\"},{\"question\":\"What is stealth assessment in this context?\",\"answer\":\"An evidence-based approach that weaves assessments directly into learning environments rather than treating assessment as a separate end-stage activity.\"}]","Formative and Stealth Assessment | PDF",1790781971]