"... attention to minute-by-minute and day-by-day formative assessment is likely to have the biggest impact on student outcomes" Wiliam (2017). With a focus on one subject, critically analyse the impact of using formative assessment with examples from your own practice. Critically evaluate to what extent do you agree with Wiliam, that using formative assessment has the biggest impact on learning.

THE IMPACT OF FORMATIVE ASSESSMENT ON STUDENT ACHIEVEMENTS Name of Student Course Professor Name University Date The Impact of Formative Assessment on Student Achievement This article critically discusses the relationship between formative assessment and student achievement, and the various views and evidence supporting them are all considered. Wiliam (2017) has pointed out that formative assessment is of nature in student classroom performance. This research aims to expose the full extent of the foundational assessment’s transformative potential by examining several success stories, methodological struggles, the critical role of effective communication, examples of practice, opposition arguments, personal opinion, and critical analysis. In this context, the article will unpack the revolution in education that formative assessment is by outlining its impact on student performance and its ability to produce an all-encompassing and long-lasting learning experience if utilized with specificity. Positive Impacts of Formative Assessment Research constantly reveals the positive effect formative assessment has on a student’s development, making it one of the pillars of educational methods. An extensive analysis of one of the most fundamental studies by Arrafii and Sumarni (2018) provides sufficient evidence regarding formative assessment as an influential factor in various areas of student’s achievements. The advantages offered are not limited to confinement within summative scores but also extend to other domains related to learning. The main student benefit from the regular formative evaluation is greater engagement. As formative assessment is ongoing and involves regular evaluation, there is an environment where students are cooperating with their learning. The increased interest raises the level of liveness and interactivity in the teaching environment. In addition, formative evaluation is consistently related to increased student knowledge. The embedded feedback loop in the formative assessment process allows for immediate error correction, thus increasing students’ understanding of complex concepts. These, in turn, give students more understanding, which is far from pure memory. Formative evaluation also encourages improving critical thinking skills, an important part of an ideal education. Formative evaluation makes learners constantly reflect, comment on, and consider their knowledge, forming what exceeds mere memorization of facts. The critical thinking orientation ensures that students are well-equipped to deal with the dynamics of a constantly evolving working world and post-high school education challenges. Brink and Bartz (2017) note that despite the obvious successes of formative assessment, hindsight is important to recognize its theoretic defect. Variability in research outputs can also be introduced by methodological issues such as study design, sample population size, and measuring tools used. These limitations, on the one hand, show that careful consideration should be given to each separate study when judging its efficiency and difficulties of educational research in general. On the other hand, experts believe that formative assessment is a problem-solving method because there are still some challenges concerning overall approaches. However, interestingly enough, most researchers agree regarding this matter despite all these problems as well. Multiple study combinations highlight its potential to enhance a student’s performance. This contract proves the success and recurrent nature of results introduced by formative evaluation regarding essential advantages. The multiplicity of outcomes from studies adds to the in-depth understanding of formative assessment effectiveness. Analyzing numerous contexts, student groups, and topic areas, a comprehensive outlook on how formative assessment can be altered to suit various educational settings has been offered. Despite proof that formative evaluation promotes student growth, society must recognize the importance of technical constraints. According to academic researchers like Brink and Bartz (2017), there must be caution because the origin of variation in study outcomes can be attributed to factors such as study design, sample size, and measuring tools. The concerns expressed weigh the importance of rigorously studying the existence of works in the sense that specific methodological elements can modify the perception of the contribution to the learning of the diagnostic and formative assessment. Such an impartial attitude helps an investigator further identify the possible problems while interpreting the positive findings. Formative Assessment on Learning Intentions and Clear Communication It greatly depends on the formative assessment process because it includes well-defined learning objectives and clear communication. The ground-breaking study by Dunn and Mulvenon (2009) highlights the importance of clearly stating learning objectives, including their significant role in determining how students learn. Expressing goals on where they want it to lead– explicit intentions elaborate general direction and a destination that will be reached together with objective guidance through this educational journey, both teachers’ and students’ way. When teachers express the goals set for their learning, they make a focused and situational studying facility that links to knowing. This understanding leads to a deliberate learning environment, given that learners will easily understand their goals. The fact that clear communication is positively correlated with higher levels of engagement and understanding among students shows the importance of efficient information transfer in formative assessment. Open transmission for learning purposes allows students to be engaged with the material and allocate their due time toward goals. Besides controlling one’s education, this active participation creates a profound interest in the subject matter, granting a deeper understanding of instructional materials. Being presented with new information that situates it in the frame of reference related to their learning purposes, students can draw upon associations they have made along these lines and facilitate understanding and enhance recall. The effectiveness of optimizing the process of learning relies upon similarity in sense-making and articulated information. In the work of Johnson et al. (2019), there is empirical evidence that good communication translates to better student performance through a study based on practical cases from the school environment. When teachers clearly define learning objectives and assessment criteria, students precisely know what is required of them. However, due to an overloaded curriculum, some will feel it may be worth investing a little time and decide to withdraw. The subsequent increased clarity of the students’ positions has placed them in a position to boldly improve their studies through traveling, which would eradicate some uncertainties. Disclosing the learning goals in these real-world cases is more than a protocol; it becomes an engine that makes sure to significantly improve outcomes of students applying their knowledge about living and cleaning up every layer within the whole educational system, including schools at national or even global level. With the knowledge of these criteria, which will assess how they are being graded, students can actively work towards improvement in their approach. Awareness of implications in assessment for quality learning environments is vital. Firstly, clarity produces tran...