How do I embed assessment into my practice?

"Throughout the learning process, teachers and students intentionally gather evidence to inform teaching and learning. The teacher creates rich tasks, engages with the students in setting criteria, establishes exemplars, and leverages the power of questioning to allow for ongoing, timely, descriptive feedback to the students. This process assists students in moving forward toward their learning targets and goals. Students are encouraged to reflect and self-assess to build important meta-cognitive skills. Personalization lends itself to assessment as learning, where students participate in the setting of criteria and the design of inquiries, and self-and peer-assessment." BC Curriculum website 2016


  • link instruction to assessment through formative assessment routines:
    • clear learning intentions
    • co-created criteria
    • observations
    • prompting questions and provocations
    • descriptive feedback
    • regular check-ins
    • peer feedback and self-reflection
    • conversations and conferences


Professional Books

Whole lesson examples with a primary focus that showcase the key elements of formative assessment in action.

Clarke, Shirley 2005

Dylan William presents the five key strategies of formative assessment.

William, Dylan 2011

Davies promotes further learning through descriptive feedback, reflection and setting and monitoring progress toward goals.

Davies, Anne 2011

This highly practical book describes five formative assessment tools in math and shows how teachers can make them a part of their regular planning and instruction.

Fennell, Francis 2017


The following articles connect instruction with formative assessment strategies.

classroom assessment.pdf
Aligning Assessment to Brain Science.pdf
Five_Key Strategies.pdf
Formative assessment book mark.pdf

B.C. Ministry of Education Documents

Ministry Update-classroom-assessment.pdf