Formative Assessment as a Process of Practical Judgment

– Return to Theory of Valuation by John Dewey –

Abstract

  In recent years, educators have been crying out for an effective and practical theory of assessment to improve teaching and learning, i.e., formative assessment. Such assessment has been criticized, however, for its fragile theoretical foundation and limited applicability to practice, both of which arise from the failure to incorporate socio-cultural perspectives when constructing theory. This study, therefore, proposes a new theoretical framework for socio-cultural formative assessment, based on a discussion of John Dewey’s theory of valuation. An explanatory model was thus obtained in which feedback as a practical judgment is generated by teachers living in a particular community. These teachers make factual and value judgments informed by their observations and create ends-in-view while exercising emotions (desire, interest, and effort). Formative assessment, which can be treated as a process of practical judgment, is a cultural practice of a specific community with the potential to qualitatively change the entire school education system. This can be achieved by relativizing educational values, bridging gaps between educational activities and ends-in-view for the transformation of both the individual and the group.