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The paper outlines why the common misconception that formative assessment is a type of measurement instrument undermines its benefits. Using effective practice, research, and key distinctions, it argues that next-generation assessment systems risk losing the promise that formative assessment offers for students and society, while emphasizing keeping teaching and learning at the center.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/formative-assessment-and-next-generation-assessment-systems-are-we-losing-an-opportunity/504141/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/formative-assessment-and-next-generation-assessment-systems-are-we-losing-an-opportunity/504141.png","ImageObject",300,407,{"name":92,"@type":93},"\tCallum ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define formative assessment?","Question",{"text":112,"@type":113},"It defines formative assessment as a process used during instruction to provide feedback that adjusts ongoing teaching and learning, rather than as a set of quizzes or tests.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the paper identify with how formative assessment is commonly understood?",{"text":117,"@type":113},"It identifies a widespread false assumption that formative assessment is a measurement instrument, not a fundamental process embedded in effective teaching and learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the paper’s core thesis about next-generation assessment systems?",{"text":121,"@type":113},"Despite pioneering work in the U.S., the paper argues there is a risk of losing formative assessment’s promise for improving teaching and learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},504141,1791452537,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","Formative Assessment and  \nNext-Generation Assessment Systems:  \nAre We Losing an Opportunity?  \nMargaret Heritage  \nNational Center for Research on Evaluation, Standards, and Student Testing (CRESST) Graduate School of Education and Information Studies University of California, Los Angeles  \nPaper prepared for the Council of Chief State School Officers September 2010  \nThe Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public.  \nThe Formative Assessment for Students and Teachers (FAST) State Collaborative on Assessment and Student Standards (SCASS)  \nFAST SCASS works to expand the implementation of formative assessment in the classroom to positively impact teaching and learning.  \nCOUNCIL OF CHIEF STATE SCHOOL OFFICERS Steven Paine (West Virginia), President  \nGene Wilhoit, Executive Director  \nCouncil of Chief State School Officers One Massachusetts Avenue, NW, Suite 700 Washington, DC 20001-1431  \nPhone (202) 336-7000  \nFax (202) 408-8072  \n[www.ccsso.org](www.ccsso.org)  \nFormative Assessment and Next-Generation Assessment Systems:  \nAre We Losing an Opportunity?  \nA project of Margaret Heritage and the Council of Chief State School Officers  \nThanks to Jere Confrey Ronald Gallimore, Herbert Ginsburg, Chris Minnich, Fritz Mosher, Robert Olsen, W. James Popham, Caroline Wylie and members of the FAST SCASS for their helpful comments and suggestions on earlier drafts of this paper.  \nCopyright © 2010 by the Council of Chief State School Officers, Washington, DC  \nAll rights reserved.  \nForeword  \nAll too often, the term “formative assessment” conjures images of quizzes and tests, while in reality, formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning. With this paper, the Council of Chief State School Officers seeks to illuminate and enrich the discussions around student assessment and help lead the development of more effective ways to assess student learning. These discussions focus on using the principles and best practices found in current educational research and effective educational systems in the U.S. and highachieving nations around the world.  \nWe are indebted to Margaret Heritage for developing and presenting this paper. Heritage describes why it is critical to make the distinction that formative assessment is not a tool, but a process true to the practice of effective teaching and learning. While this paper does not represent the official position of the Council, it is our hope that it will serve as a catalyst and resource for our ongoing conversations and planning.  \nThe Council is engaged in a number of conversations with the states about the nature, and substance of the next generation of assessments aligned to the Common Core State Standards. States, through the two assessment consortia are working to develop richer assessments that provide a better understanding of student learning. As states work to transform their assessment systems, it is crucial that we keep teaching and learning at the center of this work.  \nWe believe this paper can be a tremendous resource to states as they design new programs that will engage educators and learners in new and powerful ways. This direction rewrites the rules on assessing students from a top-down concept to a more inclusive engagement of educators and learners.  \nGene Wilhoit, Executive Director  \nCouncil of Chief State School Officers  \nFormative Assessment and Next-Gener","cbCaibmViF7rRObg","https://ap.wps.com/l/cbCaibmViF7rRObg","pdf",1140755,24,"English","# Foreword\n# Introduction","[{\"question\":\"How does the paper define formative assessment?\",\"answer\":\"It defines formative assessment as a process used during instruction to provide feedback that adjusts ongoing teaching and learning, rather than as a set of quizzes or tests.\"},{\"question\":\"What problem does the paper identify with how formative assessment is commonly understood?\",\"answer\":\"It identifies a widespread false assumption that formative assessment is a measurement instrument, not a fundamental process embedded in effective teaching and learning.\"},{\"question\":\"What is the paper’s core thesis about next-generation assessment systems?\",\"answer\":\"Despite pioneering work in the U.S., the paper argues there is a risk of losing formative assessment’s promise for improving teaching and learning.\"}]","Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity? | PDF",1791064366]