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Ciitical Liteiatuie Review


Thomas NacIsaac
ETEC Suu - Reseaich Nethouologies in Euucation
Instiuctoi - Stephen Caiey
Apiil 12, 2u12






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Assessment has always been an integial tool in euucation. In any euucational
situation, it is impoitant to ueteimine if the leainei met the intenueu outcome.
Tiauitionally this has meant a test at the conclusion of the couise, oi chaptei, anu
stuuents aie given the oppoitunity to show how much they have leaineu.
Summative assessment is the name given to a test that is given to stuuents upon
completion of instiuction foi the assignment of giaues (Winingei, 2uuS).
Summative testing coulu also occui at vaiious times uuiing instiuction anu it will
always involve assigning a maik. Foimative assessment pioviues feeuback to the
stuuent anu the teachei anu occuis befoie the enu of the couise (Winingei, 2uuS).
The goal of foimative assessment is to pioviue infoimation about the piogiess of
leaining. The infoimation gatheieu fiom foimative assessment is useu to impiove
leaining anu instiuctional methous anu can occui at any time uuiing a couise.
Recently it has been useu in a mannei calleu, "Foimative Summative Assessment" in
which a summative test is useu in a foimative mannei. The puipose of this ieview is
to evaluate anu compaie what seveial scholais have uiscoveieu anu opineu about
the effectiveness, effective use of, anu limitations of foimative assessment. Nost
ieseaicheis woiking on best assessment piactices agiee that foimative assessment
is an impoitant factoi in quality leaining enviionments. As an euucatoi, assessment
is an impoitant anu essential pait of my job. Teacheis neeu to be accountable to
stuuents, paients, auministiation, anu the public foi quality euucation of young
people. Theiefoie, we neeu to be able to justify the way we assign giaues anu the
way in which we stiuctuie oui lessons. Incoipoiating foimative assessment can be
challenging anu veiy positive. This topic foi ieview is of inteiest to me because I am
always looking foi ways to enhance aspects of my teaching skills. Foimative
assessment is one way to not only impiove the quality of one's teaching but it can
also be a legitimate anu iewaiuing pait of oveiall stuuent assessment.
Among the many aiticles publisheu on assessment, I have attempteu to finu aiticles
that aie ielevant to my own teaching inteiests anu neeus. The aiticle which is of
most inteiest to me piofessionally is: "Woiking Insiue the Black Box: Assessment foi
Leaining in the Classioom" by Paul Black, Chiistine Baiiison, Claike Lee, Bethan
Naishall, anu Bylan William (2uu4). Ny ciitique of seveial aiticles is baseu laigely
on theii iecommenuations anu uiscoveiies. I will stait by uiscussing "Woiking
Insiue the Black Box" anu then look at how the othei aiticles ieinfoice anu uisagiee
with what Black et al. put foith.
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Woiking Insiue the Black Box: Assessment foi Leaining in the Classioom by Black et
al., iuentifies numeious pioblems with cuiient assessment methous anu how
foimative assessment can, in pait, iemeuy some of them. They iuentify thiee main
pioblems with cuiient assessment: it may not piomote goou leaining, the feeuback
fiom assessment tenus to emphasize competition iathei than peisonal effoit, anu it
may have a negative impact, especially on low achieving stuuents (Black P., Baiiison
C., Lee C., Naishall B., & William B., 2uu4). They attempteu to show that thiough
asking bettei questions, pioviuing giauing feeuback, using self anu peei-assessment,
anu foimative using summative tests that stuuents will leain moie anu peifoim
bettei on exams. Black et al. suggesteu that teacheis neeu to ask questions that
iequiie moie than a simple answei. This necessitates a longei "wait time" than
many aie accustomeu to, but will allow stuuents sufficient time to geneiate
meaningful answeis. 0ne of the inteiesting iueas biought up in this papei is that
pioviuing stuuents with a numeiical scoie has a negative effect on stuuent leaining.
They state that comments can auvance stuuent leaining but not if those comments
aie accompanieu with a numeiical maik (Black et al., 2uu4). This is impoitant since
one of the main ways to foimatively assess is thiough comments. Black et al.
suggesteu that teacheis shoulu pioviue positive comments anu suggestions foi
impiovement. Thiough peei anu self-assessment, the stuuent can ieflect on theii
assignment anu how they can implement the changes suggesteu. The foimative use
of summative tests gives stuuents anothei oppoitunity to be exposeu to mateiial
they have leaineu. Stuuents who aie engageu in a ieflective ieview of theii
completeu woik can begin to plan theii ievision effectively. A significant challenge
iuentifieu by Black et al. will be getting teacheis to iethink the planning of theii
classes anu aujusting theii iole in theii classiooms. Attempting to inciease the
amount of foimative assessment may also be met with iesistance fiom stuuents,
paients, auministiation, anu even establisheu uistiict policy. Black et al. maue
numeious suggestions on how to implement moie anu effective foimative
evaluation in the classioom. Bowevei, many of theii suggestions weie baseu on
theii own opinions iathei than on expeiimental eviuence. While many of theii
claims can be auopteu in the classioom, it may be haiu to justify changes they
suggesteu without haiu eviuence; especially when many of the changes will be met
with iesistance.
Steven Winingei conuucteu a stuuy investigating the effect of using foimative
summative assessment titleu: "0sing Youi Tests to Teach: Foimative Summative
Assessment" (2uuS). Two classes weie given the same lectuie mateiials anu the
same miu-teim exam. In one class he went ovei the exam anu answeieu each
question while having stuuents go into uepth uesciibing why an answei was iight
anu why the uistiactei answeis weie incoiiect. The othei class simply ieceiveu
theii tests anu the coiiect answeis to the questions weie given out in class. 0ne
week aftei uoing the oiiginal exam, stuuents weie ie-examineu on a suipiise test.
Winingei founu that the class in which he foimatively useu the initial exam scoieu
significantly highei on the ie-test. The iesults fiom Winingeis' stuuy agieeu with
the suggestion fiom Black et al. (2uu4) that the foimative use of summative tests
can have a positive impact on stuuent peifoimance. 0ne possible issue with
Winingeis' stuuy was that it was uncleai whethei he useu the same exam foi the
initial anu seconu exam. The gioup that useu theii exam foimatively woulu have
spent moie time going ovei theii exam, which woulu give them an auvantage ovei
the othei class anu theiefoie call into question the iesults. Winingei uiu howevei
test the foimative gioup fiist to iemove the ciiticism that if they hau wiitten it
seconu, they coulu have heaiu about the test anu stuuieu foi it. 0ne veiy goou
suggestion that Winingei maue, that Black et al. uiu not, was that uuiing foimative
summative assessment it can be helpful to iemove the easiei questions on the exam
as to allow foi moie in uepth uiscussion of uifficult questions.
"What Stiategies aie Effective foi Foimative Assessment in an e-Leaning
Enviionment" by Tzu-Bau Wang (2uu7) is an impoitant aiticle because of the
populaiity of e-Leaining. Wang uevelopeu stiategies foi a foimative assessment
mouule of multiple-choice questions. Beveloping this system is impoitant since
once implementeu it may allow teacheis to spenu moie time on anothei aspect of
theii job. 0ne of the main pioblems of implementing auuitional foimative
assessment is the amount of time that it takes teacheis to uo it effectively
(Buchannan, 2uuu). The fiist thiee stiategies uevelopeu by Wang weie: iepeat the
test, coiiect answeis aie not given, anu ask questions. Foi example, on a given
electionic test an item will not show up again if the stuuent has answeieu it
coiiectly thiee times in a iow. Since the stuuent uoes not actually ieceive coiiect
answeis, they aie foiceu to moie closely consiuei theii answeis anu be suie that
they aie coiiect. Asking questions occuis asynchionously involving classmates anu
theii teachei. This affoius the stuuents moie time to ciaft theii questions anu
ieflect on those of otheis. Wang also investigateu the effect of pioviuing a iewaiu
foi the stuuent in the foim of a flash animation. The final stiategy pioposeu by
Wang was to have a featuie that woulu allow stuuents to see who else hau passeu
theii tests, how many attempts it took them, anu to check the maiks of othei
stuuents. These final two stiategies aie ones that Winingei (2uuS) anu Black et al.
(2uu4) specifically suggesteu be iemoveu to facilitate foimative assessment. Black
et al. (2uu4) saiu that competition is uetiimental to leaining anu Winingei inuicateu
that it was moie impoitant to emphasize effoit anu leaining iathei than exam
peifoimance (Winingei, 2uuS). Wang concluueu that in the e-leaining enviionment,
leaining effectiveness woulu be enhanceu if wiitten tests weie ieplaceu by web-
baseu foimative assessment. This is a uifficult conclusion to uiaw since the two
situations aie so uiffeient.
The last aiticle incluueu in my ieview was: "Bow Boes Stuuent Peifoimance on
Foimative Assessments Relate to Leaining Assesseu by Exams" by uaiy Smith. This
was an impoitant ieseaich topic because if foimative assessment uoes not inciease
exam peifoimance it shoulu not be unueitaken because of its time consuming
natuie. Smith founu that ie-visiting quizzes anu homewoik questions was stiongly
coiielateu with high exam scoies (Smith, 2uu7). Smith aiiiveu at this conclusion by
simply pioviuing feeuback on quizzes foi one class anu not foi anothei. It was
uncleai if he incluueu a maik with the feeuback which was of impoitance since
Black et al. founu that pioviuing a maik anu comment weie uetiimental to stuuent
leaining (Black et al., 2uu4). Smith also appeaieu to use the teim "foimative"
uiffeiently than othei ievieweis. Be useu it to uesciibe woik uone piioi to the exam
anu iefeiieu to scoies on foimatively assesseu assignments.

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Foimative assessment is geneially consiueieu to be effective anu impoitant foi
incieasing stuuent leaining. Nost stuuies confiim the effectiveness of foimative
assessment, but many of those aie shoit on uetails of how to implement it. Futuie
ieseaich will neeu to exploie how teacheis can be encouiageu to make changes in
theii classiooms while uealing with a laige numbei of stuuents, less time, anu a
gieatei woikloau. In theii ieseaich, Black et al. (2uu4) founu that most teacheis uiu
not meet significant iesistance fiom stuuents, auministiatois, oi paients when
making the change to incluue moie foimative assessment in theii classes. This may
not be the case in all aieas, especially moie conseivative aieas, so, it will be
impoitant to ueteimine how to hanule conceins while making this tiansition.
Foimative assessment has not been touteu as the cuie to impiove leaining foi oui
euucation system. Accoiuing to most ieseaicheis, incoipoiating moie foimative
assessment in oui classiooms will iesult in moie stuuents leaining. Summative
testing will always have its place in euucation but if teacheis can finu ways in which
to foimatively assess, anu with the stiategies outlineu by ieseaicheis such as Black
et al. (2uu4), peihaps oui stuuents can begin benefiting fiom moie foimative
assessment.










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Black, P., Baiiison, C., Lee, C., Naishall, B., & Wiliam, B. (2uu4). Woiking Insiue the
Black Box: Assessment foi Leaining in the Classioom. !"# %&'() *)++),- 86
(1), 8-21. Retiieveu fiom ERIC Batabase (E}7uS962).

Buchannan T. (2uuu). The efficacy of a Woilu-Wiue-Web Neuiateu Foimative
Assessment. ./01,)' /2 3/4+0(&1 566#6(&7 8&)1,#,9- 16, 19S-2uu. Retiieveu
fiom ERIC Batabase (E}62u162).

Smith, u. (2uu7). Bow Boes Stuuent Peifoimance on Foimative Assessments Relate
to Leaining Assesseu by Exams.. ./01,)' /2 3/''&9& :;#&,;& <&);"#,9- S6 (7),
28- 4S. Retiieveu fiom ERIC Batabase (E}69uu7).

Wang, T.B. (2uu7). What Stiategies aie Effective foi Foimative Assessment in an e-
Leaining Enviionment. ./01,)' /2 3/4+0(&1 566#6(&7 8&)1,#,9- 2S, 171-186.
Retiieveu fiom ERIC Batabase (E}76269S).

Winingei, S.R., (2uuS). 0sing Youi Tests to Teach: Foimative Summative
Assessment. <&);"#,9 /2 !6=;"/'/9=- S2 (S), 164-166. Retiieveu fiom ERIC
Batabase (E}69SS49).



















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Reseaich Pioposal


Thomas NacIsaac
ETEC Suu - Reseaich Nethouologies in Euucation
Instiuctoi - Stephen Caiey
Apiil 12, 2u12

















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Nany teacheis have not consiueieu, in uepth, how they assess, oi how they
coulu aujust theii assessment, in a mannei that will inciease the oppoitunities foi
effective leaining. 0ui euucation system has ielieu heavily on summative
assessment in the past anu continues to uo so. Summative assessment is
assessment that is given to stuuents upon completion of instiuction foi the
assignment of giaues (Winingei, 2uuS). This typically iesults in the class moving on
to new mateiial without ietuining to oi ieviewing the test mateiial. In this
situation, the stuuent simply checks the giaue they ieceiveu on the test anu moves
on. Foimative assessment occuis uuiing the couise anu pioviues feeuback to the
stuuent anu teachei (Winingei, 2uuS). This allows the teachei to ueteimine how
successful theii teaching stiategies have been anu can pioviue feeuback so
stiategies can be aujusteu to maximize stuuent leaining. Those using foimative
assessment have claimeu that theii stuuents leain moie, aie moie conceineu with
theii own leaining, aie moie ieflective, anu geneiate moie high quality woik than
those stuuents who ieceive little oi no foimative assessment (Black P., Baiiison C.,
Lee C., Naishall B., & William B., 2uu4). Beteimining the effectiveness of foimative
assessment coulu allow me to legitimately incoipoiate it into my classioom
assessment.



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If it can be ueteimineu that incieasing the fiequency of foimative assessment
iesults in incieaseu stuuent leaining, then those involveu in the teaching piofession
will neeu to know how to foimatively assess piopeily anu how to implement these
changes into theii existing assessment stiategies. Reseaich neeus to be conuucteu
that will ueteimine how effective foimative assessment can be. It is also uncleai
how to most effectively implement assessment changes in a system that is typically
iesistant to change. Since foimative assessment uoes not pioviue an actual giaue to
a stuuent, iesistance by stuuents, paients anu auministiatois may be iealizeu. The
most impoitant question to iesolve is: "Boes incieasing the amount of foimative
assessment inciease stuuent achievement on exams." Anothei impoitant question
is: "What aie stuuents' opinions of foimative assessment." Black et al. (2uu4) founu
that the stuuents they suiveyeu in the 0niteu Kinguom aujusteu to foimative
assessment quickly anu most inuicateu that once they weie useu to it, they
piefeiieu it to theii pievious, moie tiauitional summative assessment. ueneially,
ieseaicheis agiee that foimative assessment is a necessaiy pait of the assessment
piocess but theie aie some inconsistent finuings anu few specific iecommenuations
on how to actually use it moie effectively. Black et al. (2uu4) inuicateu that if
specific stiategies weie not uevelopeu foi immeuiate classioom use, foimative
assessment woulu not likely be implementeu.



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0ne of the moie fiequently citeu aiticles on foimative assessment is:
"Woiking insiue the Black Box: Assessment foi Leaining in the Classioom" by Black
et al. (2uu4). This aiticle outlines seveial ieasons why cuiient assessment is not
beneficial foi leaining anu how foimative assessment is one way to impiove stuuent
leaining. They piopose that by asking bettei questions, pioviuing giauing feeuback,
using selfpeei assessment anu foimatively using summative tests, stuuents will
leain moie anu peifoim bettei uuiing summative assessment. Black et al. stateu
that in pioviuing stuuents with a numeiical giaue, stuuents' leaining is not
maximizeu. This is because the stuuent simply checks theii maik anu moves on. If
assesseu foimatively with comments (anu without giaues) anu suggestions on how
to impiove, stuuents can ie-examine wheie they went wiong anu coiiect theii
mistakes. Pioviuing an oppoitunity foi stuuents to iesponu to comments anu make
impiovements is the basis foi foimative assessment. Black et al. also suggesteu that
summative tests can also be useu in a foimative mannei by pioviuing suggestions
anu comments anu then allowing the stuuent to coiiect theii eiiois as an
assignment. They weie cognizant of the fact that implementing changes can be
uifficult. Nany geneial suggestions weie maue on how to inciease the use of
foimative assessment but they also inuicateu that without specific classioom-ieauy
iueas, most teacheis woulu not change theii ways. Black et al. uiu not pioviue
specific suggestions on how to implement assessment changes.
0sing tests in a foimative mannei was one of the suggestions fiom Black et
al. (2uu4) anu the topic of Steven Winingei's (2uuS) papei, "0sing Youi Tests to
Teach: Foimative Summative Assessment". Winingei investigateu the uiffeience in
peifoimance on a suipiise ietest in which one class foimatively ievieweu theii
initial test anu the othei class was simply pioviueu with the solutions. Be founu
that theie was significant impiovement in the class that foimatively ievieweu theii
test. The iesults coulu have been skeweu since the class that foimatively ievieweu
the test woulu have spent moie time ieviewing the mateiial than the othei class.
0ne impoitant suggestion maue by Winingei (2uuS) was to iemove the easiei
questions while foimatively using summative tests. This will ueciease the amount
of time neeueu to go thiough the test anu allow foi a moie in- uepth uiscussion of
uifficult questions.
The use of foimative assessment in e-Leaining was investigateu by Tzu-Bau
Wang (2uu7) in the aiticle "What Stiategies aie Effective foi Foimative Assessment
in an e-Leaining Enviionment." Wang uevelopeu an online testing system in which
stuuents coulu iepeat a test, uiu not ieceive coiiect answeis anu weie alloweu to
ask questions. Stuuents woulu wiite the test anu similai questions woulu be askeu
until the stuuent answeieu thiee in a iow. Since they weie not tolu when they weie
coiiect, the stuuent hau to take moie caie in ciafting theii answeis, anu if they saw
the same question iepeateuly, they knew that they hau to investigate wheie they
weie going wiong. The ability to ask questions asynchionously affoiueu the
oppoitunity foi stuuents to constiuct moie meaningful questions than those askeu
in ieal time. Wang pioposeu that stuuents be iewaiueu aftei a test with a flash
animation. The numbei of attempts on a test by each stuuent anu theii maiks weie
available to othei stuuents. Winingei (2uuS) anu Black et al. (2uu4) specifically
suggesteu that competition anu extiinsic iewaius be iemoveu to facilitate foimative
assessment. Wang's ieseaich is impoitant since it may be even moie uifficult to
pioviue foimative assessment in an e-Leaining enviionment than in a tiauitional
classioom (Wang, 2uu7).
uaiy Smith's (2uu7) aiticle: "Bow Boes Stuuent Peifoimance on Foimative
Assessments Relate to Leaining Assesseu by Exams" attempteu to ueteimine if
foimative assessment actually incieaseu stuuent peifoimance on a summative
exam. Smith founu that ie-visiting quizzes anu homewoik foimatively was stiongly
coiielateu with highei exam scoies (Smith, 2uu7). Smith aiiiveu at this conclusion
by pioviuing foimative assessment to one class anu not to anothei. Be uiu not
inuicate if stuuents ieceiveu a maik with theii foimative assessment which may be
of impoitance since Black et al. (2uu4) founu that pioviuing a maik anu wiitten
comments was uetiimental to leaining. While Smith's finuings weie consistent with
othei assessment liteiatuie, his finuings coulu be calleu into question baseu on his
use of the teim foimative assessment. Smith appeaieu to use foimative assessment
simply to mean maiks assigneu piioi to those achieveu on an exam, which is not the
accepteu use of the teim.
Implementing uiffeient foimative assessment stiategies was the point Tom
Ciumiine & Chiis Bemeis (2uu7) maue in "Foimative Assessment: Reuiiecting the
Plan". The authois useu theii collaboiative sessions with othei science teacheis at
theii seconuaiy school as pioof that teachei's aie embiacing this assessment
because of the impiovements they saw in theii stuuents. The teacheis useu vaiious
methous of foimative assessment (Clickeis, Whiteboaius, Inuex caius, etc.) to leain
what the stuuents unueistoou. 0bviously the obseivations aie skeweu because all
the teacheis aie using foimative assessment so theie is no contiol to compaie theii
impiovements in unueistanuing to. This aiticle was moie about the goou woik
these teacheis think they aie uoing without any ieal statistics to piove it one way oi
the othei. The liteiatuie to uate on foimative assessment is lacking in uetails on
how to actually use it in the classioom. Reseaicheis agiee that specific anu useable
stiategies neeu to be uevelopeu that is ieauy foi use in the classioom.

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This ieseaich is aimeu at ueteimining the effect on summative exam
peifoimance uue to incieasing the amount of foimative assessment in a giaue 12
Biology class. Stuuent peiception of foimative assessment will also be measuieu at
the enu of each teim (4 times uuiing the yeai) because stuuent peiception is likely
to change significantly as they get useu to this new assessment methou (Black et al,
2uu4). This ieseaich will take place ovei the couise of an entiie school yeai. It is
impoitant to begin with foimative assessment at the beginning of the yeai so that
stuuents anu teacheis become accustomeu to this new methou anu since it can be
uifficult to altei the habits of the stuuents anu teachei miuway thiough a yeai (Black
et al., 2uu4). Two giaue 12 Biology classes taught by the same teachei will be
selecteu at a public school. 0ne will be the summative assesseu class anu the othei
will be the foimatively assesseu class. The teachei will be instiucteu on how to use
foimative assessment in theii class such as pioviuing wiitten feeuback on how to
impiove (not assigning actual giaues), anu having stuuents figuie out why they
answeieu questions incoiiectly. The summative assesseu class will ieceive giaueu
feeuback on theii assignments anu the foimatively assesseu class will ieceive
mostly foimative assessment. The two Biology classes will ieceive the same lessons,
quizzes, homewoik assignments, anu exams. 0n the foimatively assesseu class's
assignments anu quizzes, the teachei will pioviue wiitten comments on wheie the
stuuent was making theii mistakes, how to impiove the quality of theii woik, anu
how many questions they got wiong without inuicating which questions weie
incoiiect. The stuuent will take that infoimation, ieview theii assignmentquiztest
again, make coiiections anu ie-submit. In the foimatively assesseu class, the
teachei will make a note in theii giaue book inuicating successful completion of
coiiections but will not assign a giaue foi the woik. Actual giaues will be assigneu
to stuuents in the foimatively assesseu class on theii enu of teim exams.
Stanuaiuizeu effect size will be useu in oiuei to compaie exam scoies between the
classes. A compaiison of stuuent peifoimance on each enu of teim exam will be
maue.
The stuuents' peiceptions of foimative assessment in Biology will also be
assesseu. It is expecteu that initially stuuents will be iesistant to a new methou of
assessment, which iequiies moie caie anu effoit on theii pait. Typically stuuents
enu up piefeiiing foimatively assesseu assignments anu enu up taking moie
initiative anu iesponsibility foi theii own leaining (Black et al., 2uu4). By pioviuing
a questionnaiie to stuuents at foui times uuiing the yeai (enu of teims), stuuent
peiception of how foimative assessment is being useu in theii classioom coulu be
auapteu to futuie implementation in othei classes. Stuuents will fill out a biief
questionnaiie containing stiuctuieu items on how they weie assesseu. The
questionnaiie will not ask foi any comments oi opinions on the assessment methou
because even though they pioviue insight into the stuuent's leaining they aie haiu
to analyze anu inteipiet.

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If the iesults fiom this ieseaich confiim that foimative assessment in a
Biology class uoes iesult in impioveu peifoimance on summative exams, it can be
useu as a staiting point to encouiage teacheis to incluue moie foimative
assessment. Fiom this ieseaich, specific guiuelines coulu begin to be uevelopeu foi
teacheis' use of foimative assessment. This is significant because in science theie
aie "coiiect" mouels oi explanations anu it can be uifficult to incluue foimative
assessment. Black et al. (2uu4) ueteimineu that without classioom ieauy stiategies
foi using foimative assessment, teacheis woulu not be likely to change. If sufficient
eviuence foi the effectiveness of foimative assessment becomes available, it may
become possible in teachei euucation to aujust the assessment piactices of
euucatois befoie they aie piactitioneis, theieby ieuucing the stiess anu uifficulty of
changing stiategies miu-caieei.






;+<+.+$5+(

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Black Box: Assessment foi Leaining in the Classioom> !"# %&'() *)++),, 86
(1), 8-21. Retiieveu fiom ERIC Batabase (E}7uS962).

uay, L.R., Nills, u.E., & Aiiasain, P. (2uu9). ?70;)(#/,)' @&6&)1;"A 3/4+&(&,;#&6 2/1
5,)'=6#6
),7 5++'#;)(#/,6 (9
th
eu). 0ppei Sauule Rivei, N}: Peaison Euucation, Inc.

Ciumiine, T., & Bemeis, C. (2uu7). Foimative Assessment: Reuiiecting the Plan. The
Science teachei (National Science Teachei Association), 74(6), 64-68.
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Smith, u. (2uu7). Bow Boes Stuuent Peifoimance on Foimative Assessments Relate
to Leaining Assesseu by Exams.. ./01,)' /2 3/''&9& :;#&,;& <&);"#,9, S6 (7),
28-4S. Retiieveu fiom ERIC Batabase (E}69uu7).

Wang, T.B. (2uu7). What Stiategies aie Effective foi Foimative Assessment in an e-
Leaining Enviionment. ./01,)' /2 3/4+0(&1 566#6(&7 8&)1,#,9, 2S, 171-186.
Retiieveu fiom ERIC Batabase (E}76269S).

Winingei, S.R., (2uuS). 0sing Youi Tests to Teach: Foimative Summative
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