Formative Assessments

It is crucial to remember that not all knowledge can be assessed by one form of evaluation. While written tests and quizzes can provide valuable information about student achievement at the end of a unit of study, formative assessments allow ongoing feedback to occur between students and teachers. McManus (2008) states the purpose of formative assessment, “is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process” (3).

In Pennsylvania, formative assessments are defined as classroom-based assessments that allow teachers to monitor and adjust their instructional practice in order to meet the individual needs of their students. Formative assessment can consist of formal instruments or informal observations. (SAS Portal)

Examples of Formative Assessments

Questioning techniques

Think-pair-share

Active engagement check-ins:
- Response cards
- Traffic lights
- Thumbs-up

Random reporter

Observation

Exit tickets

Progress Monitoring

Click here for more information on these formative assessments

These formative assessment strategies are the backbone of teaching. Through the continual use of these assessments a teacher can actively gauge students' understanding of the concepts presented. This information enables a teacher to make timely, and informed decisions about how to modify the instruction so that students can better comprehend what is being taught.

According to the Standards Aligned System:

The key is how the results are used. Results should be used to shape teaching and learning. Assessments are formative when the information is used to adapt instructional practices to meet individual student needs as well as providing individual students corrective feedback that allows them to reach set goals.

A teacher's feedback allows students to reflect on concepts that are new to them. Shute (2008) defined formative feedback as “information communicated to the learner that is intended to modify his or her thinking or behavior for the purpose of improving learning” (p. 154).

Formative assessments are not standardized instruments, though it is good practice for a teacher to align them to the standards when possible. The SAS Portal contains an Assessment Creator that helps you create aligned assessments.

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