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 Students:
- 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 iClickers 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.
- Discover low-stakes assignments →
- 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.
- Learn how to use self-assessments →
- Peer Assessments
Peer assessments encourage collaboration, communication, and the development of constructive feedback skills.- Students 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). The Norton Guide to Equity-Minded Teaching, New York, NY: W.W. Norton & Company, Inc.
Eberly Center. Formative vs Summative Assessments. Carnegie Mellon University.
Nicol, D.J., & Macfarlane‐Dick, D. (2007). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Poorvu Center for Teaching and Learning. (2021). Formative and summative assessments. Yale University.
Suskie, L. (2004). Assessing student learning: A common sense guide. Bolton, MA. Anker Publishing.
Teaching Commons. Low Stakes-Assignments. DePaul University.
Further Reading & Resources:
Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). Jossey-Bass Publishing.
Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment.Frontiers in Education. 4(87).
Barkley, E. & Major, C. H. (2020). Student Engagement Techniques: A Handbook for College Faculty (2nd ed.). Jossey-Bass Publishing.
Center for Teaching Innovation. Incorporating Peer Assessments. Cornell University.
Center for Teaching and Learning. Rubrics. University of Colorado, Boulder.
Center for Teaching and Learning. Incorporating Peer Assessments. University of Colorado, Boulder.
Formative Assessment Insights. Basics of Peer Assessment. Projects at WestEd.
Genova, L., Armstrong, K., Greenlee, J. W. & Samuel, D. (2021). Teaching Gradually: Practical Pedagogy for Graduate Students, by Graduate Students. Stylus Publishing: Sterling, VA.
Lovett, M. C. (2013). Make exams worth more than the grade: Using exam wrappers to promote metacognition. 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. CUClickers/iClickers. University of Colorado, Boulder.
Office of teaching and Learning. Assignment/Exam Wrappers. University of Denver.
Research & Innovation Office. Real-Time Polls. University of Colorado, Boulder.
The Teaching Gateway. Student Self-Assessment. University of New South Wales.
Techniques Video Library. Classroom Assessment Techniques. The K. Patricia Cross Academy.
Writing Across the curriculum. Using Reflective Writing to Deepen learning. University of Minnesota.