Formative Assessments
Step 1: Reflect on Your Teaching or Learning Approach
Choose the statement that best describes your current focus:
- A: "I want to know how well students understand the material during class."
- B: "I need a way to assess learning outside of class without high stakes."
- C: "I want students to reflect on their own progress."
- D: "I want to encourage collaboration and feedback among students."
Step 2: Explore a Recommended Technique
Based on your choice, here’s a formative assessment idea tailored to your goals:
- A: Try Classroom Assessment Techniques (CATs) for quick, ungraded in-class checks.
- B: Use Low-Stakes Homework or Quizzes to provide timely feedback.
- C: Incorporate Self-Assessments to promote reflection and metacognition.
- D: Introduce Peer Assessments to build community and improve feedback skills.
Formative Assessments: A Key to Continuous Learning
Formative assessments are tools used during instruction to provide real-time feedback, helping both students and educators make immediate improvements. Unlike summative assessments, which evaluate learning at the end of instruction, formative assessments are low or no-stakes and focus on guiding progress.
Why Formative Assessments Matter
- For 鶹Ժ:
- Provide actionable feedback to adjust learning strategies.
- Foster reflection on their own thinking and progress (metacognition).
- Build motivation and a sense of belonging by focusing on learning as a process.
- For Educators:
- Identify concepts needing clarification during the course.
- Adjust teaching methods in response to student needs.
- Support equitable learning outcomes for all students by emphasizing inclusivity, relevance, and transparency.
Examples of Formative Assessments
- Classroom Assessment Techniques (CATs)
CATs are quick, ungraded activities that help gauge student comprehension during class. They’re easy to implement and provide immediate insights into student learning.- Examples: One-minute papers, concept mapping, or muddiest point reflections.
- These techniques are especially useful for checking preparedness or understanding as learning is in progress.
- Explore CATs Resources →
- Classroom Polls
Classroom polls engage students and provide insights into their understanding of course material. They are particularly useful in large classes or situations where students might hesitate to speak up.- Tools like or real-time polling systems help identify misconceptions on the spot.
- Polling fosters a dynamic and interactive learning environment, even in large lecture halls.
- Ideal for large classes or shy students.
- Low-Stakes Homework or Quizzes
Low-stakes assignments encourage consistent practice without the stress of significant grade penalties.- Examples: Weekly problem sets or brief quizzes graded for effort rather than accuracy.
- These assessments help students consolidate their learning and receive timely feedback on new concepts.
- Self-Assessments
Self-assessments empower students to reflect on their own progress and identify gaps in understanding.- Examples: Exam-wrappers, reflective writing, student-designed quizzes, or self-graded quizzes using rubrics.
- These activities foster critical thinking and self-awareness while helping students take ownership of their learning journey.
- Peer Assessments
Peer assessments encourage collaboration, communication, and the development of constructive feedback skills.- 鶹Ժ reviewing each other’s work can provide detailed feedback, especially in large classes where individual feedback from instructors may be impractical.
- Peer assessments build community and help students engage more deeply with the material.
- Design rubrics for peer assessments →
Equity and Formative Assessments
Formative assessments play a vital role in equity-minded assessment by supporting all students in meeting high expectations, regardless of their backgrounds. They emphasize learning-focused, inclusive, and transparent practices that give every student the opportunity to succeed.
By portraying learning as a process, these assessments shift the focus away from grades and toward mastery, promoting engagement and belonging in the classroom.
Take the Next Step
- Try one today: Use quick CATs or polling to check comprehension in your next class.
- Need help? Schedule a consultation with our team for personalized guidance.
- Explore more resources: Visit our hub for tips and tools to implement formative assessments in your teaching.
References:
Artze-Vega, I., Darby, F., Dewsbury, B., & Imad, M. (2023). , New York, NY: W.W. Norton & Company, Inc.
Eberly Center. . Carnegie Mellon University.
Nicol, D.J., & ѲڲԱ‐D, D. (2007). . Studies in Higher Education, 31(2), 199-218.
Poorvu Center for Teaching and Learning. (2021). . Yale University.
Suskie, L. (2004). . Bolton, MA. Anker Publishing.
Teaching Commons. . DePaul University.
Further Reading & Resources:
Angelo, T. A. & Cross, K. P. (1993). (2nd ed.). Jossey-Bass Publishing.
Andrade, H. L. (2019). Frontiers in Education. 4(87).
Barkley, E. & Major, C. H. (2020). (2nd ed.). Jossey-Bass Publishing.
Center for Teaching Innovation. . Cornell University.
Center for Teaching and Learning. Rubrics. University of Colorado, Boulder.
Center for Teaching and Learning. . University of Colorado, Boulder.
Formative Assessment Insights. . Projects at WestEd.
Genova, L., Armstrong, K., Greenlee, J. W. & Samuel, D. (2021). . Stylus Publishing: Sterling, VA.
Lovett, M. C. (2013). . In Kaplan, M., Silver, N, Lavaque-Manty, D., & Meizlish, D. Using reflection and metacognition to improve student learning. Stylus Publishing: Sterling, VA., pp. 18-52.
Office of Information Technology. . University of Colorado, Boulder.
Office of teaching and Learning. . University of Denver.
Research & Innovation Office. Real-Time Polls. University of Colorado, Boulder.
The Teaching Gateway. . University of New South Wales.
Techniques Video Library. . The K. Patricia Cross Academy.
Writing Across the curriculum. . University of Minnesota.