Embedded Files
Overview
Overview
Formative Assessment is the ongoing process of gathering evidence of student learning during instruction to inform next steps. It’s not a test — it’s a mindset and a cycle: Plan → Check → Respond → Adjust. It helps teachers know where students are, where they need to go, and how to get them there.
🎯 Why It Matters
🎯 Why It Matters
Provides real-time insight into what students know and don’t know
Supports responsive, targeted teaching instead of “one-size-fits-all”
Reduces gaps and misunderstandings before they grow
Involves students in monitoring their own learning
Has one of the highest effect sizes for improving student achievement (0.68–0.75)
Formative assessment is not extra work — it’s the work of teaching well.
🧠 Strategy Checklist
🧠 Strategy Checklist
🔹 BEFORE THE LESSON
☐ Define clear learning intentions and success criteria
☐ Plan when, where, and how you’ll gather evidence (quick checks, tasks, observations)
☐ Choose methods that fit the lesson: exit tickets, quizzes, think-alouds, peer/self-assessment
☐ Prepare tools for capturing and organizing evidence
🔹 DURING THE LESSON
☐ Use Checks for Understanding often — don’t wait for a quiz
☐ Gather evidence through observation, questioning, student work, or dialogue
☐ Look for patterns — who’s ready? Who’s stuck?
☐ Adjust instruction in real time (reteach, regroup, clarify)
🔹 AFTER THE LESSON
☐ Review evidence to identify trends or gaps
☐ Use results to plan targeted next steps (reteaching, enrichment, flexible groups)
☐ Share feedback with students to guide improvement
☐ Involve students in reflecting on their learning progress
👀 Look-Fors
👀 Look-Fors
Learning intentions and success criteria are clear and visible
Teachers use multiple methods to gather evidence, not just tests
Students know how they’re doing and what they need next
Instruction adjusts visibly based on what students show
Formative data informs PLC or team planning, not just the teacher’s next steps
📈Continuum of Practice
📈Continuum of Practice
FOUNDATIONAL
Teacher:
Teacher relies mostly on summative assessments; little in-the-moment evidence gathering.
EMERGING
Teacher:
Teacher uses some checks but may not connect results to next steps.
PROFICIENT
Teacher:
Teacher consistently gathers evidence, responds during and after lessons, and shares clear feedback.
TRANSFORMING
Teacher:
Teacher builds a culture where students co-own the process: self-assess, peer-assess, and use evidence to set goals.
Student:
Students are surprised by grades; little chance to adjust work.
Student:
Students get some feedback but it doesn’t always change what they do.
Student:
Students know how they’re doing, what’s next, and act on it.
Student:
Students monitor their own progress and drive next steps with teacher support.
🗃️ Structures
🗃️ Structures
QUICK CHECK
Gather fast, low-stakes info to gauge understanding during instruction.
Thumbs Up/Down/Sideways: Students quickly show their confidence level
Whiteboards or Scratch Pads: All students write and show answers for immediate feedback
4 Corners or Stand and Sort: Students move to a corner based on their answer or confidence
Digital Polls/Quizzes: Tools like Mentimeter, Blooket, or Kahoot to collect instant data
EXIT & ENTRY
Use short, targeted prompts at the end (or beginning) of class to check understanding.
Exit Tickets: “One thing I learned…” “One thing I’m still unsure about…”
Entrance Prompts: Review yesterday’s learning with a short task at the start of class
3-2-1 Check-Ins: 3 things learned, 2 questions, 1 connection
Traffic Light Reflection: Red = confused, Yellow = unsure, Green = got it
FEEDBACK-DRIVEN
Use formative data to immediately adjust instruction or reteach in the moment.
Mid-Lesson Stoplight: Pause and ask, “Who needs a quick reteach?”
Teacher Walk-Abouts: Circulate with a clipboard or checklist and note patterns
Reteach Breakout Groups: Quickly group students based on need for clarification or challenge
“Oops, Let’s Try Again” Routine: Normalize revisiting ideas that didn’t land the first time
STUDENT-INVOLVED
Let students take ownership of the formative process by self-monitoring and reflecting.
Checklist or Rubric Self-Assessments: “Did I meet each part of the goal?”
Peer Review with Criteria: Students assess each other’s work against clear standards
Learning Journals or Reflections: Students explain their thinking or track how their understanding changes
Goal Tracking & Adjustment: Students adjust their learning goals based on formative feedback
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