We all know that the whole idea of Formative assessment is to find out why some students are not achieving the learning outcomes, so that we can help them achieve those learning outcomes. This means that unless a teacher is able to diagnose the problem, she will not be able to decide the remedy.
We all recognize that all new knowledge is built on the backdrop of relevant previous knowledge (let’s call it Prerequisite Knowledge). For example, the idea of “acceleration” is built on the concept of “speed/velocity” and “time”.
This insight gives us a powerful tool for carrying out the diagnosis. I am suggesting that any time students are making a mistake, or are not able to grapple with a concept, most probably the reason is weak or inadequate understanding of some prerequisite knowledge. The only other reason could be “ineffective teaching”.
I believe, unless teachers learn how to diagnose only then they would carry out true formative assessment, or else they will treat formative assessment as yet another summative assessment. In fact, CBSE must take the blame for spreading the idea that the formative assessment is an “informal assessment”, whereas summative assessment is a “formal assessment”. Which essentially means both require different tools of assessment.
As you would agree, there is no place for marks or grades in true formative assessment. There is a place only for “diagnosis” and providing the right remedy.
