Authors Kulasegaram and Rangachari propose moving beyond our understanding of formative assessments as “interim measures” that lead to the real, final assessments—the ones that generate the all-important grades. They suggest we stop calling them formative assessments and start thinking about them as assessments for learning. “We contend that assessment for meaningful learning should prepare students not just to get good grades and meet the requirements of a specific course, but give them the training, the skills, and the enthusiasm for the long haul.” (p. 5)
