The Effects of Daily Formative Assessments in Ninth-Grade Remedial Algebra Courses II. Overview of AssessmentsA. History of change1. Interest in using assessments to shape daily lessons, rather than as a final check on student understanding, grew in the 1960s and 1970s. Schools recognized the limited value of summative assessments (Cavanagh , 2006).2. In 1967, Scriven presented formative assessments as the evaluation of a continuous and malleable educational program and Bloom, in 1969, attempted to transfer the term formative from assessment to evaluation (Dunn and Mulvenon, 2009).3. In the 1970s, effective teaching practices began to be examined (Marzano, Pickering & Pollock, 2001)B. Formative or Summative?1. Formative assessments have been defined in different ways since 1998, Dunn and Mulvenon say in Let's Talk About Formative Assessment…What About Assessment? Due to these many definitions, there is a lack of research. The methodology, data analysis, and use of results of an evaluation determine whether it is formative or summative (Dunn and Mulvenon, 2009).2. Educators were unsure how to use the power of summative and formative assessments in education (Dunn & Mulvenon, 2009).3. Students pay more attention to the grade on a summative assessment than to written or oral feedback (Brookhart, p. 58)4. Emphasis on the use of formative assessments has increased in recent years (Dunn & Mulvenon, 2009).5. Formative and summative assessments require problem-solving rubrics to help students organize their thinking (Brookhart, p. 122).6. Students should set achievable and concrete intermediate goals (Willingham, p. 144).7. Marzano (2007) states "the effects of formative assessment...... middle of article...... association for supervision and curriculum development." McEwan, E.K. (2002). 10 Traits of Highly Effective Teachers: How to Hire, Coach, and Mentor Successful Teachers. (pp. 74-76). Thousand Oaks, CA: Corwin Press, Inc. Ward, D. (2014, 3 06). While learning: increasing student success on a daily basis. Retrieved from http://www.allinlearning.com/news/Willingham, D.T. (2009). Why don't students like school? a cognitive scientist answers questions about how the mind works and what that means for the classroom. (pp. 3-144). SanFrancisco, CA: Jossey-Bass. Winstone, N. and Millward, L. (2012). Reframing perceptions of lecturing from challenges to opportunities: Integrating active learning and formative assessment into large-class teaching. Journal of Psychology Education, 18(2), 31-41.