The purpose of using formative assessments is to monitor student comprehension of new or existing instructional content while providing timely and specific feedback in an effort to improve learning outcomes.
Educators collect evidence in real time that helps identify understanding on a topic. This information can be anonymously gathered or identifiable and is used to inform the instructional plan moving forward.
Unlike summative assessments, formative assessments are assessments for learning.
|Application Cards||Following the introduction of new material or procedure, index cards are passed out and students write down at least one practical application for what they have just learned.||
|Muddiest Point||Students are asked to respond to the prompt, "What was the muddiest point in (the lecture, the demonstration, the article, the instructional video, etc.)"?||
|Polling Questions||Open-ended or multiple-choice questions are presented to students to prompt thinking or reflection.||
Formative assessment and self regulated learning: a model and seven principles of good feedback practice (19 page article)
Developing the theory of formative assessment (25 page article)
Formative Assessments: Why, When & Top 5 Examples (7 minute video)
How does formative assessment differ from summative assessment? (TLC Resource)
101 Formative assessment techniques (12 page reading)
Teachers' Essential Guide to Formative Assessment (6 page reading)