Showing posts with label Formative Assessment. Show all posts

6 Resources to Help Teachers Better Undertsand Formative Assessment

Here are some resources on formative assessment by Dylan Wiliam. Feel free to share this page with other teachers looking to get a better understanding of how F.A. drives teaching and learning.


Dylan Wiliam, "Black Box"

Inside the Black Box
Inside the Black Box: Raising Standards Through Classroom Assessment. Paul Black and Dylan Wiliam. King's College London, 1998
Working Inside the Black Box
Working Inside the Black Box: Assessment for Learning in the Classroom. Paul Black, Christine Harrison, Clare Lee, Bethan Marshall, and Dylan Wiliam, King's College London, 2002

Assessment for Learning: 10 Principles, Assessment Reform Group, 2002
Testing, Motivation and Learning
Testing, Motivation and Learning: Assessment Reform Group, 2002
The Black Box Assessment for Learning Series, edited by Paul Black, Christine Harrison, Bethan Marshall, and Dylan Wiliam, King’s College London has been written to apply to specific curriculum areas.. These resources are not available online. Details of the titles available are listed on the Assessment Online Publications page.

Dylan Wiliam videos on formative assessment
These short videos feature one of the gurus of formative assessment talking about a range of formative assessment aspects. Watch as he reviews the nature of formative assessment and how teachers can use it to gain better insights into student learning and achievement. They are available on the Education Scotland website. Type "Dylan Wiliam" into the search.

Dylan William’s five key strategies animated on YouTube
Michael Rystad summarises the Five Key Strategies for Embedded Formative Assessment as proposed by Dylan William.  The YouTube presentation is in an animated drawing/writing style, with a simple expansion of the ideas contained in each of the strategies.
PDF icon. William, D., Keeping Learning on Track Formative assessment and the regulation of learning (PDF 130 KB)
In this paper, Dylan Wiliam outlines some of the research that suggests that focusing on the use of day-to-day formative assessment is one of the most powerful ways of improving learning in the mathematics classroom.

Let's Clarify a Myth Surrounding Formative Assessment

One Major Misconception of Formative Assessment




Formative assessment has been in the forefront of eduction for years, intact, over a decade. However, in the recent years it has been touted as the 'new' method in education that maximizes learning.

Research supports the positive impact on teaching and learning, and teachers have proven it's success repeatedly over the year. Due to professionals at the grassroots level, in the classroom, educators across the country have learned to embrace the processes and methods within formative assessment and adapt it to meet the needs of their learning communities, inspire of constraints that face them.

When blended with a classroom teacher's expertise of pedagogies, content areas, and classroom management, formative assessment is a powerful approach to maximizing teaching and learning.

Unfortunately some leaders in education perceive formative assessment as a checklist that 'gets things done' and aligns to common core standards. To the teachers across the nation who have had formative assessment and standards based grading thrust upon them by misguided administration who believe implementation is as a easy as giving a book on the topic to the staff, I express my sympathies.

The problem with forcing the formative assessment shift into a learning environment is that it destroys the confidence of even the most seasoned teachers. There is one myth about formative assessment that must be destroyed, and it is this...

Formative Assessment is NOT a quantitative instructional checklist 
teachers attend to while planning!

Formative assessment, and strandards based grading for that matter, CANNOT be an impulsive decision by one decision maker at the helm.

The process of moving towards such a significant shift in a school or an entire district, has to happen through a journey of growth where shared values are developed for each individual teacher, while nurturing the shared beliefs of how students learn best.

If educators are forced to implement the process of formative assessment and standards based grading without the opportunity to investigate its elements and nuances as they present themselves in their current context and conditions, formative assessment will surely fail.

Let's get this clear, formative assessment does have clear processes and procedures - yes, theory - that could, in fact, be reduced to a checklist, and this may be helpful to those in the stage of exploring F.A. But the power lies in the beautiful intersection of procedures and intuition.

Magical teaching and learning happens at 
the intersection of highly effective instruction and 
professional intuition of a confident instructor.

This is where teachers become artists. It is the real magic of the teaching and learning community. It is easily observed, but more difficult to be detailed for the sake of evaluation and reporting. If evaluators understood the complexity of what contributes to 'excellent teaching' they would understand that formative assessment requires a shared experienced across their learning community.

They would respect their staff and share information that encourages dialogue encouraging teacher to explore then processes of formative assessment and engage in professional reflection around their experiences. After multiple experiences in a variety of contexts, wise leadership would allow for further discussion among staff members to flesh out the strengths and weakness.

In the end, the implementation of formative assessment, requires decision makers to move beyond the belief that a book and a checklist reviewed during a staff meeting or two is enough to implement the multi-demontional formative assessment, with any kind of integrity.

Before ANY significant, district-wide, curricular changes are made, decision makers and educational leadership should required to educate themselves and be required to present a collection of evidence and data that reveals THEIR deep understanding of the proposed shift BEFORE they impose that shift on the learning community at large.

Rant Over

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Do You Need to Reconsider How You Utilize Homework?

Is Homework Even Necessary?

Teachers have the ability to design worlds of wonder for their students. They decide what matters, and make it matter. When backed with passion, I'm convinced that a good teacher could make watching paint dry an unforgettable event.
This too applies to homework. If teachers recognize why homework matters, if they are able to identify its purpose with clarity, and if they use it to support students in their learning, they can help students see it from the same perspective.
Rick Wormeli, a leader in standards based grading, address how teachers can maximize students' experiences with homework. He addresses how to grade homework. Watch his video:


More Information on the Topic...

Here is an excerpt from MiddleWeb.com written by Rick Wormeli

Smart Homework: Can We Get Real?

Prime the homework pump

Answering basic recall questions can make students feel like they are accomplishing a lot, but the assignments lose their luster quickly. The act of reading material and plucking answers from the text becomes drudgery. Prime the pump with assignments calling for higher thinking levels: comprehension, application, analysis, synthesis, and evaluation.
According to Frank Williams, there are eight levels of creative thought; the first four are cognitive, the last four are affective. All eight levels provide great stimuli for homework assignments. Here are some examples from Imogene Forte and Sandra Schurr’s book, Integrating Instruction in Science (1996):


  • Fluency – Think of the characteristics that distinguish a living thing from a nonliving thing. List as many of these characteristics as you can.
  • Flexibility – Devise a classification system for living things based on characteristics of living things that manifest differently in different kinds of organisms.
  • Originality – Write a description of life as if you had to explain it to a nonliving thing.
  • Elaboration – Explain how biologists rely on the methods and discoveries of scientists in other fields to do their work.
  • Risk Taking – Tell how you feel about the possible benefits and the potential dangers of modern advances in genetic engineering.
  • Complexity – Discuss the issues involved in the work of a scientist whose discoveries improve some lives, but whose work is based on experiments that harm other living things.
  • Curiosity – What questions would you like to ask a biologist in order to learn about a typical day in the life of a scientist?
  • Imagination – Write a brief imaginative account of Marcello Malpighi’s first view of the movement of blood through capillaries with a microscope.

Are We Differentiating to the Point of Compromise?


In professional conversations with educators across grade levels, I've heard some interesting conversations. One focused on student performance and the implementation of differentiation. It seems some teachers are concerned that differentiation has done little to help students. As one teacher said this:

"We're differentiating to the point where the very standards that used to be the anchor of teaching and learning are being adapted and modified to the point where they carry little weight and compromise what achievement looks like!"

This teacher when on to say that differentiation was in her words, "used and abused" to the point where young people have less academic challenges than they did just decades before.



This is a serious concern for all educators with a classroom of varying abilities. We adapt and modify process and products to the point where it seems what used to be grade level standards are now manipulated.

But, let's consider the changes in the world along with the changes in teaching and learning. Inclusion is now common place. It's not unusual to have students varying in ability that spans 8 - 9 year.
The class population is often made up of a combination of English language learners, OHI, special education, 504, and the list goes on.

Release the guilt of believing you are responsible to make every child reach the exact same expectation at the same time within a standards driven instructional environment. Each student, as proven by current research, develops at their own pace. You can only guide students and support them, help them make a way for their potential.

3 Tips to Differentiate with Integrity

High Expectations, Flexible Boundaries

Neurologically, there are commonalities across populations of students, but then consider those factors unique to each. Learning styles, environment, health, socio-economic conditions, etc.
With these in mind, it's difficult to imagine conformity to teaching methods and time lines based on stringent parameters. If all minds and bodies were forced to learn skills using one method and one time frame, teachers' efforts would surely be wasted.

Get Messy Sometimes

Let go of the limiting belief that you have failed as an educator if a student doesn't learn what you have taught on your projected time frame. Let go of the belief that students must reach mastery at the same time as their peers. Let go of expecting to meet every child's needs the first go round.
Finds comfort in being driven by the standards while differentiating for need. Begin embracing the glorious mess that is learning in a classroom of varied abilities.

Become a Keen Observer

And finally, look for ways to gain insight to your students through the use of observation, data collection, and flexibility.  You deserve to give yourself credit for the positive impact you make on students every day without judging yourself against the impossible dream of uniformity.
Remain focused on the standards, and open to diversity. Seek support of your professional peers, and be open to new methodologies and management skills to find balance. Make strides towards differentiation and welcome the growing pains that are part of the journey.

Differentiation is Not a Compromise

On the way to developing a standards based grading, differentiation is not the road to compromise. In this every changing world, fair is not always equal, and in light of this, it is up to us to help all students flourish and rise to their potential and all its beautiful uniqueness. But, don't forget to nourish yourself along the way because you are a student, too my friend, and your achievements and growth as a professional deserves the same flexibility and support as you offer your students.

21 Easy Formative Assessment Startegies

Formative Assessment Really is Easy!

Last year I took a course online with AdvancementCourses.com. It was about formative assessment. I loved every minute of it because a learned some new strategies I was able to implement immediately in
my classroom.


This class also validated many of the methods I've been using for some time. 25 Quick Formative Assessments in a Differentiated Classroom was a require book. I'm glad I came across this book. It's filled with ideas for immediate student engagement.
A favorite change I made was the use of mini-whiteboards. I went to the hardware store and had pieces of wood cut onto 18 x 12" pieces. I bought the wood and they cut it for free. Although this wasn't "quick" because of the purchase, once I had them I used them often.
Students demonstrated their understanding of current grammar skills by writing sentence that included specific features. It was a non threatening environment to experiment and explore skills regardless of their performance level. Using whiteboards are effective for immediate assessment and providing feedback. The best part is student can immediately correct themselves to experience a deeper understanding of the skill or concept.
According to Rick Wormeli, multiple pieces of evidence should be collected in order to grasp the level of student understanding. This means not only observing proficiency levels, but also recording the evidence for future reference. This is why collecting the data is significant to effective differentiation.

4 Types of Formative Assessment Strategies

In order to gather evidence, you can categorize formative assessment in four categories. These categories meet the needs of different types of learners. Thought the course of one lesson make an intentional effort to include a variety of assessments from each category to gather evidence that reveals the range of their understanding.

     1. Summaries & Reflections

Student stop and reflect. (Introspection) They can reflect on what they read, watched in a video, experienced in group work, or how they solved a problem.The reason for reflection is to make sense of what they were thinking. deriving personal meaning from their learning is an important metacognitive skill. To purpose is to use content specific vocabulary.

     2. Lists,Charts, and Graphic Organizers

Student will organize information, sometimes independently  and other times with the prompting of the teacher. The purpose is to make connection within given information and across information. Graphic organizers encourage students to generate deeper meaning from new configurations of information. When using graphic organizers, provide multiple formations of visual representation of the same information. Reprocessing and "repackaging" the information helps deliver information to the long term memory.

     3. Visual Representations of Information

Student will use both words and visuals to make connections. Sketch-noting or visual notes are an example of this method. This process facilitates retrieval of information in the future. Because it is both writing and drawing it is referred to as "dual coding" allowing learning to happen with different ways of "knowing".

     4. Collaborative Activities

Movement helps the brain work more efficiently. When students move about the room and communicate with others they express their ideas verbally. Social interaction is also a stimulus to support retention. Social-academics is often beneficial to the majority.

21 Easy Formative Assessment Activities to Get You Started Today

1: ABC Brainstorming
Using the ABC brainstorming strategy with students midway through a unit provides you with information about what students have learned about a particular topic. Working individually, in pairs, in small groups, or as a class, students brainstorm words or phrases that begin with each letter of the alphabet and are related to the current unit of study. Midway through a unit on fire safety, students may write “meeting place” next to the “M” and “stop, drop, and roll” next to the letter “S.” A glance through the brainstormed lists helps you determine what information is lacking and provides direction for planning opportunities that focus on these gaps in your students’ learning. A graphic organizer that can be used with the ABC brainstorming assessment strategy is available at Student Handouts.
2: Analogies
A useful formative assessment strategy is to ask students to create an analogy between something they are familiar with and the new information they have learned. When asked to create an analogy for an atom, students may come up with an atom being like a community. The nucleus of the atom is like your immediate family. The electrons that fly around the nucleus are like members of the community that you may or may not interact with on a regular basis. Asking students to explain their analogies will show the depth of their understanding about a topic.
3: Checklists
Class checklists are a great tool for collecting data about students during a unit of study. Before beginning a new unit, make a list of all the skills students will need to demonstrate mastery of the unit’s outcome(s). On a chart, list the students names down the left hand side and the skills across the top. Clip the chart to a clipboard and position it in an easily accessible place. As students are participating in various learning opportunities, observe the students and check off the skills you see students demonstrating with proficiency.
4: Choral Response
If you need a quick assessment of student understanding, ask students to respond to a series of questions “as a class.” If you listen carefully to the number and content of responses, you will get a good idea of whether or not the students are clear on what you are presenting. Choral response encourages all students to be actively engaged in the assessment process.
5: Call Out
After a lesson ask the student to reflect on their level of understanding of a given concept. Ask them to identify a number 1 - 10, 1o being the "Totally Get This" level and 1 being the "I Don't Get It At All" level. Allow them time to think silently. On the count of 3, have student shout their level of understanding. You'll be amazed at how well you can distinguish the voices and get a good understanding of the class's level of performance and individuals you can identify by voice.
6: Concept Maps
Concept maps are a type of web that provides a visual representation of student understanding about a particular topic being studied. Google “concept maps graphic organizers” for a variety of printable concept maps that your students can use. Students print the topic or main idea in the oval in the center of the page. They then write supporting details in the spaces surrounding the center oval. Depending on the age and ability of the students, they can also group similar supporting details together. Using concept maps is a skill that must be taught to students. Once students are familiar with concept maps, they can be used as a formative assessment strategy in any subject area.

7: Double Entry Journals
Journals are a great way to formatively assess students and get a “window” into their thinking. Double entry journals are one form of journaling. A double entry journal has two columns. In the left column, students write key words, ideas, or quotations. They then give their personal response to these words in the right column. Students may include questions that arise out of their responding. By reading the students’ responses, you can assess students’ knowledge and understanding of the topic you are studying. For example, when studying flight provide students with the phrases “lift vs. gravity,” “Wright brothers,” and “laws of flight.” Students print these phrases in the left hand column of their journal and then respond to them in the right hand column. Reading over the student responses will provide you with information about student understanding. More information on double entry journals is found at Helpful ESL Links.

8: Exit Cards
Exit cards could be used on a regular basis to formatively assess what your students know, understand, and have learned during a current unit of study. Before students leave at the end of class, ask them a question or pose a problem for them to solve. Give students a problem involving interest to solve during a unit in math or ask students to draw and label the planets when studying the solar system in science class. Ask students why people leave their homeland in social studies and how they would feel if they had to relocate with their family to another country. Students record their responses on a scrap piece of paper, a file card, or a sticky note. Collect the exit cards as the students leave the classroom. Glance through the exit cards to determine if students are generally understanding the topic or whether you need to provide further whole class or small group instruction in a particular area. Separate the exit cards into piles, indicating students who have mastered the outcome or are well on their way to doing so, students who are making steady progress, and students who need additional one-on-one or small group instruction. Exit cards can be used to create groupings for the next day’s lesson and activities can be planned based on the students’ responses.
9: Four Corners
A great way to get students out of their desks and moving is the four corners strategy. Some students learn better when they are moving so this strategy appeals to their learning preference. In each corner of the room, provide a label. Label one corner, “Strongly Agree,” one corner, “Agree,” the third corner, “Disagree,” and the final corner, “Strongly Disagree.” Call out a fact or statement about the current unit of study. Students go and stand in the corner that matches their response. Encourage students to share their reasons for choosing the response. Have one or two students from each corner share their answers with the rest of the class. By listening to the students as they discuss their reasons and share them with the class, you are provided with information that can guide future lessons.
10: Graffiti Wall - The graffiti wall is fun activity for students and gives you a visual representation of what your students have learned during a unit of study. Cover a part of a wall with white paper. Encourage students to write or draw what they have learned about a topic. Students can jot down facts, write personal opinions, connect their learning to other areas of study, etc. Using the graffiti wall activity partway through a unit provides you with information for further planning of instruction. If there appear to be gaps in your students’ learning, you can target those areas and further assess to see if there is indeed a deficit that you need to focus on in future lessons. Students may have made connections that you were not expecting or hadn’t even thought of when planning the unit. The information you collect from the graffiti wall is valuable formative assessment data. Leave the graffiti wall up during the remainder of the unit and students can continue to add comments and drawings. For more information about using a graffiti wall as an assessment strategy please visit Whitley County Consolidated Schools and Grand Island Public Schools.

11: Inside-Outside Circle
The inside-outside circle is a strategy that can provide you with information about student learning. Divide your students into two groups. One group is the inside circle and the other group forms the outside circle. Students pair up with other students in the opposing circle and face one another. The inside circle begins by responding to a question or statement provided by the teacher. After a set amount of time--perhaps a minute or two, students reverse roles and the outside partners respond. While students are responding, circulate around the circles and listen to comments and explanations being shared. This information will help guide further planning.
12: List 10 Things
About midway through a unit of study, instruct students to list ten things they have learned during the unit. Gather these lists and read through them to get an idea of where students are in regard to understanding. Look for gaps in learning or misunderstandings. These gaps and misunderstandings can be addressed in future lessons.
13: Observations
Observing students can provide valuable information about how students are progressing and what strategies they are using to learn. Recording information can take several different forms. You can use sticky notes to jot down your observations. At the end of the day, these sticky notes can be easily filed into individual student file folders or binders. Using a grid that contains all the names of the students in your class is another useful collection device. As you observe different students, you jot down information in their box on the grid. The grid allows you to see, at a glance, the names of the students who have not been observed. These students can then become the focus of your observation during the next class. File cards are another collection device. Notes about individual students can be collected on file cards. At the end of class, file these cards behind each student’s name. When you are ready to analyze your observations, simply pull out all the file cards on a particular student and read the comments you have made during your observations. If observations are taken over a number of classes, you can determine whether there is a pattern to the behaviors you observe.
14: One Minute Essays
The one minute essay is a quick formative assessment strategy that allows you to gauge student understanding of a particular topic. Pose a question to the students have the students respond. Tell the students they have one minute to write down their response. Ensure the question you ask can be answered in one minute. Use questions that cause students to
15: One Sentence Summaries
Asking students to provide you with a one sentence summary of what they have learned provides you with information about what your students know about a topic. Give students time to reflect on their learning and encourage students to think about their response. The depth of the student summaries will indicate their understanding of the topic or unit to date and provide you with direction for future planning of lessons.
16: Peer-Assessments
This process is best with a provided assessment tool. When evaluating peer work with a check list or a rubric, student are responsible for explain why the work being evaluated earned the evaluation that was completed. They must also be able to provide feedback as to how the student could move closer towards fulfilling the work as outlined by the provided standards and exemplar.
17: Quick Writes
Quick writes give teachers a visual of student learning. Provide students with an open-ended question and set an amount of time for having them write--from two to five minutes. Tell students not to worry about the conventions of writing but rather focus on getting their ideas down on paper. When the time is up, ask students to put their pencils down. Look through the quick writes for valuable information regarding the knowledge and understanding
18: Repeat Pre-assessments
Another way to formatively assess your students is to repeat a pre-assessment strategy you used at the beginning of a unit of study. At the start of a unit on ecosystems, you may have asked your students to create a web or write a one-minute essay on ecosystems. Midway through the unit, repeat the strategy you used to collect pre-assessment data. Read through the student responses and compare the depth of understanding to the initial assessment. Most pre-assessment strategies can be repeated to determine what students have learned and to inform your instruction.
19: Self-Assessments - Provide each student with a self-assessment related to your unit of study. Self-assessment involves students reflecting about their own learning in relation to unit goals or outcomes. Checklists or open-ended questions can be used to assist students with their reflections. Include questions that deal with student understanding about the topic and with the identification of areas that need more information or more practice. Students are often able to articulate their learning needs to us. We just need to ask the right questions. Self-assessments is one way of asking students about their learning and the information can then be used to help plan future instruction.
20: Sentence Prompts
Sentence prompts can be used in a variety of ways to informally assess students and gather information to inform instruction. Simple sentence starters such as the following could be used:
• I understand ....
• I don’t understand ....
• I need more information about ...

21: 3-2-1 - The 3-2-1 strategy is a quick way to gain information about all the students in your class and the level of understanding they have about a current unit of study. Ask students to jot down three things they have learned about a topic, make two personal connections to the topic, and one area that is unclear or one question they have about the topic.
Hopefully these ideas are enough to have you trying something you have never done before in class. Keep in mind, repetition on type of formative assessment over time is effective in developing specific skills sets related to the formative assessment you have choose. My suggestion is to select two or three appropriate strategies for your learning environment. Take apply them and collect data in meaningful ways that helps you make decision about planning and teaching.

The Formative Assessment Blueprint


The Formative Assessment Blueprint

So you have to delve deep into formative assessment, but you don't know where to start. Fear not, you are not alone.

Many striving to refine their craft of teaching and learning to refine the application of this process. But, my observations reveal the greatest hurdle is understanding the true essence of formative assessment.

What You Need to Know About Formative Assessment


  • It's more than a method. 
  • It goes beyond a checklist.
  • It's a blend of theory and practice.

Formative Assessment Is More Dynamic Than It Appears

Fully implemented, formative assessment reaches beyond the quantifiable data. It includes professional knowledge along with the too often overlooked professional intuition that reaches deep into the beliefs and values of educators.

From my perspective, when both quantitative and qualitative information come together, intuitive decision making reveals itself as a 6th sense...

I know, this isn't researched based, but after 27 years in the classroom, I'd say I feel confident in making this statement. It's about application and experience, not just theory. Yes, there are effective ways to include all the steps that make it effective, but there's more.

We'll get back to the "professional intuition" in a future post. Coming to understand the intuitive component requires more investigation and thoughtful consideration. Today, I am going to share with you a clear explanation of the roadmap of a formative assessment cycle.

The Formative Assessment Blueprint

Let's address the process of FA.

Below is a picture - with my own visual enhancements :) - that reveals the roadmap of formative assessment. The process is not as overwhelming as it appears.


Formative Assessment: Making it Happen in the Classroom, by Margaret Heritage (2010), is one of the best resources to help you proceed with confidence. (CLICK HERE to get the book - not an affiliate link)

The ultimate goal of formative assessment is closing the gap between where a learner is in comparison to where they need to go. The process is listed below. Note the representation of this process in the Formative Assessment Blueprint above.

  1. Identify Learning Goals
  2. Generate Learning Progressions
  3. Establish Criteria for Success
  4. Provide Evidence of Learning
  5. Interpreting the Evidence
  6. Identifying the Gap(s)
  7. Provide Effective Feedback
  8. Adapt Instruction for Progress
  9. Create Instructional Supports for Differentiation 
  10. Providing Evidence That the Gap Was Closed (SA)

A Closer Look at The Formative Assessment Blueprint

You can review this list and gain an understanding of the process with the help of the graphic above. But, let's review each step in greater detail.

Formative Assessment Blue: Step 1:

Identifying the Learning Goals

Learning goals are derived from the CCSS. Teachers must identify which learning goals are relevant and necessary. 

A word of caution. Don't try to assess a broad range of skills/concepts at once. Keep your focus narrowed to a specific learning outcome that supports the goal. The more specific you are, the greater clarity you will have in the process.


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Formative and Summative Assessment: What's the REAL Difference?


Formative Assessment and Summative Assessment


You may know the definition of both, but do you have a clear understanding of each?
Many teachers KNOW the definitions of each, but  need clarity on the HOW to effectively implement both forms of assessment. Begin by watching the video below to hear Rick Wormelli's overview of how assessment can be used effectively in the classroom.



Another Perspective of Formative and Summative Assessment 


Another leader in teaching and learning is Dylan Wiliam. Here's his take on assessment:

Summative assessment is a lot like a post mortem investigation.

Formative assessment can be compared to a doctor's appointment. The doctor provides a patient with information and insight about a specific condition. The patient takes time to ask questions for a better understanding. Together the doctor and patient establish a course of action to improve the patient's current condition.

Summative assessment, as William explains, can be compared to an autopsy. The coroner is able to examine a body and discover the ailment. But, by this time the patient has no time for understanding or change. His time is up and so are his options.

In terms of the the classroom, however,...

Formative assessments are understanding checks in the process of learning. It informs teachers for future learning. But more importantly, the feedback that follows the formative assessments is what gives depth to the learning of each student. Multiple opportunities for continued support, explorations, and practice are available.

Feedback is the cornerstone of formative assessment. When effective feedback based on the formative assessment becomes and integral component of instruction, students experience greater understanding of the pre-established learning targets. Growth is observed, data (student progress) is recorded, and teaching is redirected to meet students where they are in the process of learning.

Summative assessment on the other hand is a display of learning as a result of the process of learning.  This is often thought of as the final grade. This assessment is developed with the learning progress in mind. It is reflective of similar processes, skills, and standards. When both forms of assessment are congruent, the teaching and learning has greater potential.

A Truth About Summative Assessment...

Don't get caught up in the myth of the "last chance" when considering summative assessment. It's important to remember, the goal of any effective learning community is to teacher students. Using professional judgment and a little intuition for the sake of differentiation, any summative assessment can become a formative assessment. Should I say it again?

ANY SUMMATIVE ASSESSMENT CAN BECOME 
A FORMATIVE ASSESSMENT!*

Unfortunately, not all learning communities allow for this flexibility, so not all teachers can implement assessment in this way.  Regardless of required policy and procedure, keep in mind: your goal as an educator is not to play a game go Gatch-Ya' with your students. The purpose of formative and summative assessment, and even standards based grading for that matter, is to teach students and increase academic accountability through increased engagement, not play a game of control.

Take Your First Step...


Take some time to investigate what you already know about assessment and how you use it in your classroom. Consider ways you can implement formative assessment and effective feedback more consistently while maintaining a clearly parallel relationship with summative assessment.





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