Abordări actuale ale evaluării formative – repere teoretice

Abstract

Formative assessment is an ever-evolving process. Since the first mentions of this notion, in 1976, M. Scriven identifies this form of evaluation by associating it with a „continuous and malleable” process. By researching several definitions given by authors over time, some conclusions presented in this article are highlighted. It is certain that formative assessment helps both the student and the teacher in learning. In the author Shirley Clarke we also find a series of ten principles that characterize this form of evaluation. Considering that formative assessment is a powerful tool that education has in preparing students, the article defines the theoretical benchmarks that must guide the teaching staff in the teaching-learning-assessment process.