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KnowledgeBases > The Classroom Assessment KnowledgeBase > Element 2 > Activity 1 > Task 2: How to Use Formative Assessment

Guideline:

Formative assessment is the "checking" part of the learning process.  It enables teachers to determine how well students are grasping the concept or lesson and informs changes teachers may make to their teaching methods. It also shows students how well they are doing or where they need improvement.  It is important for teachers to comprehend formative assessment within this context.

References Examples of Formative Assessment in Practice _EXTERNAL_LINK

This link to the North Carolina Office of Public Instruction website provides examples of how to use formative assessment.

References Formative Assessment: Helping Students Grow _EXTERNAL_LINK

This article from The Council Chronicle, published by the National Council of Teachers of English, emphasizes the feedback loop between the teacher and student and gives examples of formative assessments being used in the classroom.

References Selecting and Administering Assessments _EXTERNAL_LINK

Developed with funding from The Meadows Foundation and the Texas Education Agency, Effective Instruction for Middle School Students with Reading Difficulties: The Reading Teacher's Sourcebook offers middle school reading teachers an overview of research-based instructional approaches for teaching struggling readers. Chapter Two: Selecting and Administering Assessments reviews how different assessment tools can be used in the classroom.

References The Best Value in Formative Assessment _EXTERNAL_LINK

This ASCD article by Stephen Chappuis and Jan Chappuis reviews how to use formative assessment.

References Using Classroom Assessment to Improve Teaching _EXTERNAL_LINK
The Center for Comprehensive School Reform and Improvement's December 2006 newsletter offers an article with an overview of how to use classroom assessment to improve teaching.
References Why Change Classroom Assessment?

This resource summarizes Chapter 1: Why Change Classroom Assessment from Rethinking Classroom Assessment with Purpose in Mind. Developed by Dr. Lorna Earl and Dr. Steven Katz in collaboration with the Western and Northern Canadian Protocol for Collaboration in Education, it "is intended to support teachers in assessing their students effectively, efficiently, and fairly, and to serve as a basis for professional learning." Chapter 1 provides a series of questions for teachers to consider when developing classroom assessments. Chapter 1 makes the case for how classroom assessment can be used to improve student learning and motivation.

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