Formative assessment is a process used by teachers and students during instruction. It is different from other kinds of assessment because it doesn’t occur at the end of the learning process. Instead, it is integrated into instruction and takes place as ideas and concepts are developing within a lesson or unit. As such, it provides important feedback for both teachers and students.
- As educators transition to full implementation of the Common Core Standards, they should consider the important role that formative assessments can play in ensuring student success. Formative assessments will help teachers know how to adjust instruction to align with the new standards—and students will get a better sense of what the learning expectations are and whether they are meeting them. Read more...
Formative Assessment | April 2011
This SCOE Bulletin explores formative assessment and the important role it plays in improving instruction and advancing student learning.
Related Resources | Supporting Staff Discussions
SCOE has compiled several resources to support staff discussions about formative assessment, including an Activity Guide (pdf), Self-Study Survey (pdf), and video clips of teachers using formative assessment.
Video: Student Interviews | Math teachers across the grade levels question students about how to compute area. The clip shows how student understanding varies across the grades and how listening to students can help teachers adapt their instruction for improved learning.
Video: Questioning | This high school teacher ends her lesson by having students write a statement that synthesizes their thinking or poses a new question they have as a result of the lesson. In this example, students share verbally, but a teacher could also collect responses on exit cards.
Video: Verbal Exit Cards | In another variation of the Exit Card strategy, an elementary ELD teacher has each student say a sentence using targeted vocabulary before they leave class.
Video: Whiteboards | A middle school teacher uses whiteboards to check understanding as she moves through a lesson. She reviews key vocabulary when she sees that a substantial number of students are making errors.
- Rick Phelan, Director, Technology for Learners