If used correctly, formative assessment develops an effective cycle of communication between teacher and student. The evidence gathered informs the teacher about an individual’s understanding and abilities and provides the basis for an academic discussion that supports student improvement and learning growth. The teacher and the students must act on the evidence identifying not only accuracy but also uncovering misunderstandings and/or faulty reasoning. Formative assessment bridges instruction and learning. Formative assessment requires feedback. Formative assessment does not end in evaluation.
I’ve lately been surprised by the number of educators questioning the difference between formative, interim, and summative assessments. The difference is as clear as it is muddy! Not much help, huh? Well, the clear part is this: among the three types of assessment, formative assessment should be used most frequently and always followed up […]