The Role of Formative Assessment in Student-Centered Teaching 

 

“When students are motivated, they demonstrate a better understanding of the subject matter, have higher self-esteem, and are more likely to graduate.” (Richmond, 2017). 

As educators, we want students to be successful. So how do we define “success”? At the most basic level, it would be accomplishing a course’s stated learning objectives and getting a good grade — eventually doing that enough times to graduate and get a degree. But how many instructors and students feel engaged and motivated by that? And what kind of learning-awareness and real-world skills does that develop in our students? A wider view of success would include students who are engaged with and motivated by learning, can work with others, can assess their own strengths and weaknesses, understand their own learning styles, have higher self-esteem, are more likely to graduate, and are more likely to be successful in their professional lives. Student-centered learning is an approach that seeks to improve these types of outcomes and is gaining attention in higher education (Gholam, 2019; Oh et al., 2020; Trinidad, 2019; Wright, 2011). Pedagogical literature shows that many college professors feel that student-centered approaches provide a more effective learning environment for students (Gholam, 2019; Oh et al., 2020; Trinidad, 2019; Wright, 2011).  

In a student-centered approach, students are the focus, and the goal is to structure learning in a way that best meets their identified needs (Richmond, 2017). The theory is that students thrive when they can see a direct connection between the learning material and their own interests and real-world experiences (Richmond, 2017). Maryellen Weimer (2013), a leading authority on what she calls the learner-centered approach, argues that college classrooms tend to be instructor-centered for numerous reasons, and this works against students becoming reflective, independent, and mature learners. Her thesis that moving toward learner-centered teaching will lead to greater student success is supported in the pedagogical literature (Wright, 2011).

Moreover, student motivation, along with academic achievement, increases when they see a direct connection between what they are learning and their own interests and goals (Richmond, 2017). When students are motivated, they demonstrate a better understanding of the subject matter, have higher self-esteem, and are more likely to graduate (Richmond, 2017). 

A key element in student-centered learning is frequent assessment (Richmond, 2017). The purpose of evaluation is to promote learning more than to just generate grades (Weimer, 2013). Student-centered assessment approaches can offer a framework to move away from the traditional method of attaining knowledge toward a new method that is compatible with 21st century learning (Baleni, 2015). Formative assessment, therefore, can become a key element of student-centered teaching and learning.  “Formative assessment” refers to the evaluation of learning during the learning process, rather than at the end of it. While evaluation at the end, or summative assessment, is also important, early evaluation that takes place throughout the learning process, may have an advantage when it comes to helping students flourish in today’s classrooms (Charkes, 2022). 

The most obvious advantage of formative assessment is that it gives both instructors and students early feedback. This feedback gives students a chance to adapt what they are doing if it isn’t giving them the results they want. The earlier a student gets feedback the better it is for them. Instructors also benefit from early assessment which can guide them in adapting their teaching in ways that are specific to the needs of a particular class (Charkes, 2022). When instructors know how the students are progressing, or where they are having trouble, they can make necessary instructional adjustments such as reteaching, using alternative instructions approaches, or offering more opportunities for practice – all of which lead to improved student success (Boston, 2002).  

Evidence supports the idea that feedback is the central component of formative assessment because it provides information on the gap between the actual and desired level of performance (Rushton, 2005). Quality feedback should both provide this information as well as give direction for improvement to the student (Hattie & Jaeger, 1998). This is especially helpful to lower-achieving students because it emphasizes that they can improve as a result of effort rather than making them feel they are doing badly because of a lack of innate ability (Boston, 2002). Quality feedback paired with formative assessment is a key component in students being able to assess their own learning. The ability for students to self-evaluate is integral to learning (Rushton, 2005). Student-centered learning supports the development of these skills, with feedback as an integral component (Klenowski, 1995, as cited in Rushton, 2005). In this way, formative assessment aids in developing metacognition in students. Students have more chances to measure their own progress (Baleni, 2015), become familiar with their strengths and weaknesses, and track their growth as it is happening.  

To make formative assessments student-centered, they need to be designed appropriately. Formative assessments should encourage reflection on the content as well as reflection on students’ own understanding of it (Boston, 2002; Gikandi, 2010, as cited in Baleni, 2015). Gikandi (2010, as cited in Baleni, 2015) further explains that formative assessments should be flexible to allow for multiple approaches and solutions. They should strive to be authentic by relating to real-life situations and experiences. Formative assessments should support individual construction of knowledge and allow students to feel confident to use previous knowledge and experience. When possible, they should allow students to choose roles and help plan the assessment strategy. Finally, instructors should be direct in explaining the purpose of the assessment, the criteria, and the alignment to the learning objectives.  

There are many types of formative assessment that can be student-centered. Some of these are: discussions, collaborative projects and presentations, think-pair-share activities, polls, video presentations with embedded questions, concept maps, quick reflections, and more. Assessments can be short, quick, fun, and open to creativity in both solutions and presentation. By making these assignments low–stakes – ungraded or graded based on participation – students can feel motivated and engaged in a way that can elicit a more joyous and passionate learning experience. Freed from the burden of worrying about the grade, students can engage with the material in a more natural and honest way. They can let their personalities show, approach material with humor and levity, or share that they don’t understand something without pressure. This allows them to enjoy the learning process more. 

Formative assessments that are student-centered encourage students to reflect and take ownership of their learning experience (Charkes, 2022),. They are a valuable technique to a  enhance student understanding and support achievement (Baleni, 2015). Students learn by doing, being active rather than passive, and being engaged with the material (Weimer,2013). Formative assessments also give faculty more opportunities to help guide students, clarify their understanding, and help them assimilate the subject matter in a more meaningful way (Wright, 2011). 

 

 

References 

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Richmond, E. (2017, June 26). Student-Centered learning. Stanford Center for Opportunity 

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Trinidad, J. E. (2019). Understanding student-centered learning in higher education: Students’  

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Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. Jossey-Bass. 

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