Formative Assessments

Formative assessments are used by the teacher and the student to guide instruction. Formative assessment can be formal or informal and provides specific feedback.

This type of assessment occurs during the learning process and is frequent, ongoing, and varied. Formative assessment is often called assessment for learning.

Formative assessment data can be used by the teacher to intervene, and differentiate and adjust learning experiences. Data assist the teacher in supporting and directing the learner toward a successful outcome. Formative assessment data can be used by the student to adjust, improve, or repeat current practices. Formative data can serve to inform instruction for students who are stuck or need more information to proceed; and the data can prevent a teacher or student from engaging in a wrong direction, poor practice, or incorrect thinking. This type of assessment needs to come in forms other than grades, such as observations, written feedback, oral feedback, peer assessment, and mastery checkpoints.

When formative assessments are utilized, instruction can be modified in real time, requiring teachers to be flexible and responsive. Formative assessment results should also inform future planning. Assessment results should also inform future planning.

The advantages of formative assessment are:

• The results allow teachers to adjust instruction while learning is in progress.
• Students immediately benefit from the adjustments.
• Students can use the assessment results to adjust and improve their learning (Chappius & Chappius, 2008).

Watch the video below on the uses for formative and summative assessment.

Chappius, S. & Chappius, J. (2008). The best value in formative assessment. Educational Leadership 65(4). Retrieved March 5, 2012 from http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/The-Best-Value-in-Formative-Assessment.aspx