what is a formative assessment assignment

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Teaching excellence & educational innovation, what is the difference between formative and summative assessment, formative assessment.

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes , which means that they have low or no point value. Examples of formative assessments include asking students to:

draw a concept map in class to represent their understanding of a topic
submit one or two sentences identifying the main point of a lecture
turn in a research proposal for early feedback

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes , which means that they have a high point value. Examples of summative assessments include:

a midterm exam
a final project
a senior recital

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

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Teachers' Essential Guide to Formative Assessment

Topics: Tech & Learning Assessment Classroom Media & Tools

How can I use formative assessment to plan instruction and help students drive their own learning?

What is formative assessment?

What makes a good formative assessment, how should i use formative assessment results, how do i know what type of formative assessment to use, what are the benefits of using an edtech tool for formative assessment.

A formative assessment is a teaching practice—a question, an activity, or an assignment—meant to gain information about student learning. It's formative in that it is intentionally done for the purpose of planning or adjusting future instruction and activities. Like we consider our formative years when we draw conclusions about ourselves, a formative assessment is where we begin to draw conclusions about our students' learning.

Formative assessment moves can take many forms and generally target skills or content knowledge that is relatively narrow in scope (as opposed to summative assessments, which assess broader sets of knowledge or skills). Common examples of formative assessments include exit tickets, fist-to-five check-ins, teacher-led question-and-answer sessions or games, completed graphic organizers, and practice quizzes.

In short, formative assessment is an essential part of all teaching and learning because it enables teachers to identify and target misunderstandings as they happen, and to adjust instruction to ensure that all students are keeping pace with the learning goals. As described by the NCTE position paper Formative Assessment That Truly Informs Instruction , formative assessment is a "constantly occurring process, a verb, a series of events in action, not a single tool or a static noun."

As mentioned above, formative assessments can take many forms. The most useful formative assessments share some common traits:

They assess skills and content that have been derived from the backward planning process . They seek to assess the key learning milestones in the unit or learning sequence.
They are actionable . They are designed so that student responses either clearly demonstrate mastery of the skills and content, or they show exactly where mastery is lacking or misunderstanding is occurring.
When possible, they are student-centered . Using an assessment where students measure themselves or their peers, or where they're prompted to reflect on their results, puts students in charge of their own learning. It allows students to consider their own progress and determine positive next steps. Unfortunately, student-centered formative assessments don't always yield the easiest and most actionable information for teachers, so their benefits have to be weighed against other factors.

Formative assessments are generally used for planning future instruction and for helping students drive their own learning. In terms of future instruction, how you use assessment data most depends on what kind of results you get.

If 80% or more demonstrate mastery , you'll likely want to proceed according to plan with subsequent lessons. For individual students not demonstrating mastery, you'll want to find ways to interject extra support. This might mean a differentiated assignment, a guided lesson during independent work time, or support outside of class.
If between 50% and 80% demonstrate mastery , you'll need to use class time to have structured differentiation. You'll need to build this into the next lesson(s) if it isn't already planned. This means different activities or guided instruction for different groups of students. Students who've demonstrated mastery could engage in an extension activity or additional practice, or serve as support for other students. Students still attempting mastery could receive additional guided practice or additional instructional materials like multimedia resources or smaller "chunks" of content.
If fewer than 50% demonstrate mastery , you'll need to do some whole-class reteaching. There are many approaches and concrete strategies for reteaching. Check out this article from Robert Marzano as well this blog post from BetterLesson for ideas.

The above recommendations are general rules of thumb, but your school or district may have specific guidelines to follow around teaching and reteaching. Make sure to consult them first.

Also, it's important to remember that building differentiation into the structure of your class and unit design from the beginning is the best way to make use of formative assessment results. Whether this means a blended or flipped classroom or activity centers, structuring in small-group, student-directed learning activities from the outset will make you more willing—and better prepared—to use formative assessment regularly and effectively in your class.

This is perhaps the most difficult question when it comes to formative assessment. There are so many different methods— just check out this list from Edutopia -- that it's easy to get lost in the sea of options. When it comes to choosing, the most important question is: What type of skill or content are you seeking to measure?

Content knowledge ("define," "identify," "differentiate") is generally the easiest to assess. For less rigorous objectives like these, a simple fist-to-five survey or exit ticket can work well. An edtech tool can also work well here, as many of them can score and aggregate multiple-choice responses automatically.
Higher-order thinking skills ("analyze," "synthesize," "elaborate") are generally more difficult and time-consuming to assess. For this, you'll likely use a different question type than multiple choice and need to allow more time for students to work. A good option here is to have students do a peer assessment using a rubric, which has the double benefit of allowing them to reflect on their own learning and cutting down the time you need to spend assessing the work. This can be done through an LMS or another project-based learning app , or through old-school paper and pencil; it just depends on your preference. Because students—and adults, too—often don't know what they don't know, self-assessments may be less accurate and less actionable for these types of skills.
Process-oriented skills ("script," "outline," "list the steps") also tend to be more difficult to assess. Graphic organizers can work well here, allowing teachers (or peer reviewers) to see how students arrived at their results. STEM apps for higher-order thinking and coding apps can also make this assessment information more accessible.

As mentioned above, one of the big benefits of using a tool for formative assessment is that it allows teachers to more efficiently use their time. Apps like Quizlet and Formative use a quiz format to provide real-time feedback to both students and teachers, and—n their premium versions—provide aggregate qualitative and quantitative assessment data. Other apps, like Kahoot! or Quizizz , provide these features with the added engagement of game-based competition . Apps like Flip (video-based) and Edulastic (tracks against standards) provide assessment data with other additional perks. Check out our list of top tech tools for formative assessment to see a range of options.

Finally, if you're already regularly teaching with technology , using an edtech tool fits seamlessly into the daily activities your students already know how to do. It can be an independent activity that students do as part of a blended classroom, or an outside-of-class activity that's part of a flipped classroom. In this context, both students and teachers will get the most out of the time-saving and student-centered benefits that edtech tools provide.

As an education consultant, Jamie created curriculum and professional development content for teachers. Prior to consulting, Jamie was senior manager of educator professional learning programs at Common Sense and taught middle school English in Oakland, California. For the 2016–2017 school year, Jamie received an Excellence in Teaching award and was one of three finalists for Teacher of the Year in Oakland Unified School District. While teaching, Jamie also successfully implemented a $200,000 school-wide blended-learning program funded by the Rogers Family Foundation and led professional development on a wide range of teaching strategies. Jamie holds a bachelor's degree in philosophy from Eugene Lang College and a master's degree in philosophy and education from Teacher' College at Columbia University. Jamie currently lives in Sao Paulo, Brazil with his 4-year-old son, Malcolm, and his partner, Marijke.

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Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Formative Assessment

Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support .

The general goal of formative assessment is to collect detailed information that can be used to improve instruction and student learning while it’s happening . What makes an assessment “formative” is not the design of a test, technique, or self-evaluation, per se, but the way it is used—i.e., to inform in-process teaching and learning modifications.

Formative assessments are commonly contrasted with summative assessments , which are used to evaluate student learning progress and achievement at the conclusion of a specific instructional period—usually at the end of a project, unit, course, semester, program, or school year. In other words, formative assessments are for learning, while summative assessments are of learning. Or as assessment expert Paul Black put it, “When the cook tastes the soup, that’s formative assessment. When the customer tastes the soup, that’s summative assessment.” It should be noted, however, that the distinction between formative and summative is often fuzzy in practice, and educators may hold divergent interpretations of and opinions on the subject.

Many educators and experts believe that formative assessment is an integral part of effective teaching. In contrast with most summative assessments, which are deliberately set apart from instruction, formative assessments are integrated into the teaching and learning process. For example, a formative-assessment technique could be as simple as a teacher asking students to raise their hands if they feel they have understood a newly introduced concept, or it could be as sophisticated as having students complete a self-assessment of their own writing (typically using a rubric outlining the criteria) that the teacher then reviews and comments on. While formative assessments help teachers identify learning needs and problems, in many cases the assessments also help students develop a stronger understanding of their own academic strengths and weaknesses. When students know what they do well and what they need to work harder on, it can help them take greater responsibility over their own learning and academic progress.

While the same assessment technique or process could, in theory, be used for either formative or summative purposes, many summative assessments are unsuitable for formative purposes because they do not provide useful feedback. For example, standardized-test scores may not be available to teachers for months after their students take the test (so the results cannot be used to modify lessons or teaching and better prepare students), or the assessments may not be specific or fine-grained enough to give teachers and students the detailed information they need to improve.

The following are a few representative examples of formative assessments:

Questions that teachers pose to individual students and groups of students during the learning process to determine what specific concepts or skills they may be having trouble with. A wide variety of intentional questioning strategies may be employed, such as phrasing questions in specific ways to elicit more useful responses.
Specific, detailed, and constructive feedback that teachers provide on student work , such as journal entries, essays, worksheets, research papers, projects, ungraded quizzes, lab results, or works of art, design, and performance. The feedback may be used to revise or improve a work product, for example.
“Exit slips” or “exit tickets” that quickly collect student responses to a teacher’s questions at the end of a lesson or class period. Based on what the responses indicate, the teacher can then modify the next lesson to address concepts that students have failed to comprehend or skills they may be struggling with. “Admit slips” are a similar strategy used at the beginning of a class or lesson to determine what students have retained from previous learning experiences .
Self-assessments that ask students to think about their own learning process, to reflect on what they do well or struggle with, and to articulate what they have learned or still need to learn to meet course expectations or learning standards.
Peer assessments that allow students to use one another as learning resources. For example, “workshopping” a piece of writing with classmates is one common form of peer assessment, particularly if students follow a rubric or guidelines provided by a teacher.

In addition to the reasons addressed above, educators may also use formative assessment to:

Refocus students on the learning process and its intrinsic value, rather than on grades or extrinsic rewards.
Encourage students to build on their strengths rather than fixate or dwell on their deficits. (For a related discussion, see growth mindset .)
Help students become more aware of their learning needs, strengths, and interests so they can take greater responsibility over their own educational growth. For example, students may learn how to self-assess their own progress and self-regulate their behaviors.
Give students more detailed, precise, and useful information. Because grades and test scores only provide a general impression of academic achievement, usually at the completion of an instructional period, formative feedback can help to clarify and calibrate learning expectations for both students and parents. Students gain a clearer understanding of what is expected of them, and parents have more detailed information they can use to more effectively support their child’s education.
Raise or accelerate the educational achievement of all students, while also reducing learning gaps and achievement gaps .

While the formative-assessment concept has only existed since the 1960s, educators have arguably been using “formative assessments” in various forms since the invention of teaching. As an intentional school-improvement strategy, however, formative assessment has received growing attention from educators and researchers in recent decades. In fact, it is now widely considered to be one of the more effective instructional strategies used by teachers, and there is a growing body of literature and academic research on the topic.

Schools are now more likely to encourage or require teachers to use formative-assessment strategies in the classroom, and there are a growing number of professional-development opportunities available to educators on the subject. Formative assessments are also integral components of personalized learning and other educational strategies designed to tailor lessons and instruction to the distinct learning needs and interests of individual students.

While there is relatively little disagreement in the education community about the utility of formative assessment, debates or disagreements may stem from differing interpretations of the term. For example, some educators believe the term is loosely applied to forms of assessment that are not “truly” formative, while others believe that formative assessment is rarely used appropriately or effectively in the classroom.

Another common debate is whether formative assessments can or should be graded. Many educators contend that formative assessments can only be considered truly formative when they are ungraded and used exclusively to improve student learning. If grades are assigned to a quiz, test, project, or other work product, the reasoning goes, they become de facto summative assessments—i.e., the act of assigning a grade turns the assessment into a performance evaluation that is documented in a student’s academic record, as opposed to a diagnostic strategy used to improve student understanding and preparation before they are given a graded test or assignment.

Some educators also make a distinction between “pure” formative assessments—those that are used on a daily basis by teachers while they are instructing students—and “interim” or “benchmark” assessments, which are typically periodic or quarterly assessments used to determine where students are in their learning progress or whether they are on track to meeting expected learning standards. While some educators may argue that any assessment method that is used diagnostically could be considered formative, including interim assessments, others contend that these two forms of assessment should remain distinct, given that different strategies, techniques, and professional development may be required.

Some proponents of formative assessment also suspect that testing companies mislabel and market some interim standardized tests as “formative” to capitalize on and profit from the popularity of the idea. Some observers express skepticism that commercial or prepackaged products can be authentically formative, arguing that formative assessment is a sophisticated instructional technique, and to do it well requires both a first-hand understanding of the students being assessed and sufficient training and professional development.

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Formative Assessment of Teaching

What is formative assessment of teaching.

How do you know if your teaching is effective? How can you identify areas where your teaching can improve? What does it look like to assess teaching?

Formative Assessment

Formative assessment of teaching consists of different approaches to continuously evaluate your teaching. The insight gained from this assessment can support revising your teaching strategies, leading to better outcomes in student learning and experiences. Formative assessment can be contrasted with summative assessment, which is usually part of an evaluative decision-making process. The table below outlines some of the key differences between formative and summative assessment:

Evaluation of Teaching
Type of Assessment	Formative	Summative
	Gather evidence of teaching to guide the instructor towards growth and improvement.	Gather evidence of teaching to make a decision about the instructor being evaluated.
	To reveal the instructor’s current strengths and areas for improvement.	To judge the instructor’s case for promotion, tenure, or other decision of consequence.
	A check-in that allows you to adjust and correct your actions.	A final exam in a course where your performance is judged.
	May generate pieces of evidence over time that can later be used as part of a summative assessment.	May use approaches similar to formative assessment with a different purpose and audience.

By participating in formative assessment, instructors connect with recent developments in the space of teaching and learning, as well as incorporate new ideas into their practice. Developments may include changes in the students we serve, changes in our understanding of effective teaching, and changes in expectations of the discipline and of higher education as a whole.

Formative assessment of teaching ultimately should guide instructors towards using more effective teaching practices. What does effectiveness mean in terms of teaching?

Effectiveness in Teaching

Effective teaching can be defined as teaching that leads to the intended outcomes in student learning and experiences. In this sense, there is no single perfect teaching approach. Effective teaching looks will depend on the stated goals for student learning and experiences. A course that aims to build student confidence in statistical analysis and a course that aims to develop student writing could use very different teaching strategies, and still both be effective at accomplishing their respective goals.

Assessing student learning and experiences is critical to determining if teaching is truly effective in its context. This assessment can be quite complex, but it is doable. In addition to measuring the impacts of your teaching, you may also consider evaluating your teaching as it aligns with best practices for evidence-based teaching especially in the disciplinary and course context or aligns with your intended teaching approach. The table below outlines these three approaches to assessing the effectiveness of your teaching:

Evidence of Effective Teaching
Approach	Student Learning Experiences	Alignment with Best Practices	Alignment with Intention
	Does my current course design or teaching strategy lead to students able to demonstrate my stated learning outcomes?	Does my current course design or teaching strategy align with what is recommended in my context (e.g. student level, class format/size, discipline)?	Does my current course design or teaching strategy align with my teaching philosophy and values?
	Measures of student learning are the most authentic and accurate metrics for teaching efficacy. Effective teaching will increase student learning from before to after a course, and to a higher extent compared to less effective methods.	Research has identified several strategies more likely to be effective at accomplishing certain student outcomes. Certain instructional formats/approaches may help accomplish particular skill learning objectives.	The planned teaching approach may not actually be reflected in practice. Observations and student experiences can reveal a mismatch between reality and intentions.
	Direct evaluation of student work through papers, projects, assignments, exam questions Student surveys for intended experiences or changes in student beliefs/attitudes	Evaluation of course design components using instructor rubrics Evaluation of live teaching practice using classroom observation protocols	Student surveys for perceptions of class environment or instructor practice Evaluation of live teaching practice using classroom observation protocols

What are some strategies that I might try?

There are multiple ways that instructors might begin to assess their teaching. The list below includes approaches that may be done solo, with colleagues, or with the input of students. Instructors may pursue one or more of these strategies at different points in time. With each possible strategy, we have included several examples of the strategy in practice from a variety of institutions and contexts.

Teaching Portfolios

Teaching portfolios are well-suited for formative assessment of teaching, as the portfolio format lends itself to documenting how your teaching has evolved over time. Instructors can use their teaching portfolios as a reflective practice to review past teaching experiences, what worked and what did not.

Teaching portfolios consist of various pieces of evidence about your teaching such as course syllabi, outlines, lesson plans, course evaluations, and more. Instructors curate these pieces of evidence into a collection, giving them the chance to highlight their own growth and focus as educators. While student input may be incorporated as part of the portfolio, instructors can contextualize and respond to student feedback, giving them the chance to tell their own teaching story from a more holistic perspective.

Teaching portfolios encourage self-reflection, especially with guided questions or rubrics to review your work. In addition, an instructor might consider sharing their entire teaching portfolio or selected materials for a single course with colleagues and engaging in a peer review discussion.

Examples and Resources:

Teaching Portfolio - Career Center

Developing a Statement of Teaching Philosophy and Teaching Portfolio - GSI Teaching & Resource Center

Self Assessment - UCLA Center for Education, Innovation, and Learning in the Sciences

Advancing Inclusion and Anti-Racism in the College Classroom Rubric and Guide

Course Design Equity and Inclusion Rubric

Teaching Demos or Peer Observation

Teaching demonstrations or peer classroom observation provide opportunities to get feedback on your teaching practice, including communication skills or classroom management.

Teaching demonstrations may be arranged as a simulated classroom environment in front of a live audience who take notes and then deliver summarized feedback. Alternatively, demonstrations may involve recording an instructor teaching to an empty room, and this recording can be subjected to later self-review or peer review. Evaluation of teaching demos will often focus on the mechanics of teaching especially for a lecture-based class, e.g. pacing of speech, organization of topics, clarity of explanations.

In contrast, instructors may invite a colleague to observe an actual class session to evaluate teaching in an authentic situation. This arrangement gives the observer a better sense of how the instructor interacts with students both individually or in groups, including their approach to answering questions or facilitating participation. The colleague may take general notes on what they observe or evaluate the instructor using a teaching rubric or other structured tool.

Peer Review of Course Instruction

Preparing for a Teaching Demonstration - UC Irvine Center for Educational Effectiveness

Based on Peer Feedback - UCLA Center for Education, Innovation, and Learning in the Sciences

Teaching Practices Equity and Inclusion Rubric

Classroom Observation Protocol for Undergraduate STEM (COPUS)

Student Learning Assessments

Student learning can vary widely across courses or even between academic terms. However, having a clear benchmark for the intended learning objectives and determining whether an instructor’s course as implemented helps students to reach that benchmark can be an invaluable piece of information to guide your teaching. The method for measuring student learning will depend on the stated learning objective, but a well-vetted instrument can provide the most reliable data.

Recommended steps and considerations for using student learning assessments to evaluate your teaching efficacy include:

Identify a small subset of course learning objectives to focus on, as it is more useful to accurately evaluate one objective vs. evaluating many objectives inaccurately.

Find a well-aligned and well-developed measure for each selected course learning objective, such as vetted exam questions, rubrics, or concept inventories.

If relevant, develop a prompt or assignment that will allow students to demonstrate the learning objective to then be evaluated against the measure.

Plan the timing of data collection to enable useful comparison and interpretation.

Do you want to compare how students perform at the start of your course compared to the same students at the end of your course?

Do you want to compare how the same students perform before and after a specific teaching activity?

Do you want to compare how students in one term perform compared to students in the next term, after changing your teaching approach?

Implement the assignment/prompt and evaluate a subset or all of the student work according to the measure.

Reflect on the results and compare student performance measures.

Are students learning as a result of your teaching activity and course design?

Are students learning to the degree that you intended?

Are students learning more when you change how you teach?

This process can be repeated as many times as needed or the process can be restarted to instead focus on a different course learning objective.

List of Concept Inventories (STEM)

Best Practices for Administering Concept Inventories (Physics)

AAC&U VALUE Rubrics

Rubric Bank | Assessment and Curriculum Support Center - University of Hawaiʻi at Mānoa

Rubrics - World Languages Resource Collection - Kennesaw State University

Student Surveys or Focus Groups

Surveys or focus groups are effective tools to better understand the student experience in your courses, as well as to solicit feedback on how courses can be improved. Hearing student voices is critical as students themselves can attest to how course activities made them feel, e.g. whether they perceive the learning environment to be inclusive, or what topics they find interesting.

Some considerations for using student surveys in your teaching include:

Surveys collect individual and anonymous input from as many students as possible.

Surveys can gather both quantitative and qualitative data.

Surveys that are anonymous avoid privileging certain voices over others.

Surveys can enable students to share about sensitive experiences that they may be reluctant to discuss publicly.

Surveys that are anonymous may lend to negative response bias.

Survey options at UC Berkeley include customized course evaluation questions or anonymous surveys on bCourses, Google Forms, or Qualtrics.

Some considerations for using student focus groups in your teaching include:

Focus groups leverage the power of group brainstorming to identify problems and imagine possible solutions.

Focus groups can gather both rich and nuanced qualitative data.

Focus groups with a skilled facilitator tend to have more moderated responses given the visibility of the discussion.

Focus groups take planning, preparation, and dedicated class time.

Focus group options at UC Berkeley include scheduling a Mid-semester Inquiry (MSI) to be facilitated by a CTL staff member.

Instructions for completing question customization for your evaluations as an instructor

Course Evaluations Question Bank

Student-Centered Evaluation Questions for Remote Learning

Based on Student Feedback - UCLA Center for Education, Innovation, and Learning in the Sciences

How Can Instructors Encourage Students to Complete Course Evaluations and Provide Informative Responses?

Student Views/Attitudes/Affective Instruments - ASBMB

Student Skills Inventories - ASBMB

How might I get started?

Self-assess your own course materials using one of the available rubrics listed above.

Schedule a teaching observation with CTL to get a colleague’s feedback on your teaching practices and notes on student engagement.

Schedule an MSI with CTL to gather directed student feedback with the support of a colleague.

Have more questions? Schedule a general consultation with CTL or send us your questions by email ( [email protected] )!

References:

Evaluating Teaching - UCSB Instructional Development

Documenting Teaching - UCSC Center for Innovations in Teaching and Learning

Other Forms of Evaluation - UCLA Center for Education, Innovation, and Learning in the Sciences

Evaluation Of Teaching Committee on Teaching, Academic Senate

Report of the Academic Council Teaching Evaluation Task Force

Teaching Quality Framework Initiative Resources - University of Colorado Boulder

Benchmarks for Teaching Effectiveness - University of Kansas Center for Teaching Excellence

Teaching Practices Instruments - ASBMB

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Formative Assessment

Assessment comes in two forms: formative and summative . Formative assessment occurs during the learning process, focuses on improvement (rather than evaluation) and is often informal and low-stakes.

Adjustments in Instruction

Formative assessment allows instructors to gain valuable feedback—what students have learned, how well they can articulate concepts, what problems they can solve. Instructors can then make changes to increase effectiveness, which can lead to substantial learning gains (Black and Wiliam, 1998).

The Problem of Student Over-Confidence

Formative assessment also helps students accurately assess their own knowledge, which is crucial for learning. Especially for lower-performing students, a significant gap exists between what students think they know and what they actually know (Bell and Volckmann, 2011). This confirms what in psychology is called the Dunning-Kruger effect: the less competent or skilled an individual is, the more likely he or she is to be overconfident in his or her abilities (Kruger and Dunning, 1999). Overconfidence has a strong negative effect on learning. Students who are overconfident have significantly smaller normalized learning gains than students who were more realistic in their assessments (Mathabathe and Potgieter, 2014).

Classroom Assessment Techniques (CATs)

Classroom Assessment Techniques are a specific set of formative assessments designed to give the instructor and the students a clear picture of what they know. The term CATs was popularized in Angelo and Cross’ book Classroom Assessment Techniques: A Handbook for College Teachers . The following are a few of the most popular CATs that, because of their simplicity and flexibility, can be used in almost any subject:

What was the most important thing you learned during this class?
What important question remains unanswered?
What was the muddiest point of the class?
What made this point so difficult to comprehend?
One-Sentence Summary. Choosing a single topic addressed during a class session, ask the students to answer the question: who does what, to whom, when, where, why, and how ?
Student-Generated Test Questions. Have students generate test questions and practice answering their questions thoroughly. Additionally, integrating student response systems such as Clickers in the classroom have been proven to result in increases in a number of significant areas including: students' ability to assess their learning, the amount of pages students read before class, their overall understanding of the material, and their exam scores (Hedgcock & Rouwenhorst, 2014).

For a pre-constructed assessment worksheet see Fast Feedback Form or find additional CATs here: https://vcsa.ucsd.edu/_files/assessment/resources/50_cats.pdf

Retrieval Practices Enhance Learning

Formative assessment can also help students learn material. Although students may prefer “cramming” before an exam by re-reading texts and notes, they remember more and have a deeper understanding of material when they must mentally retrieve it regularly, at spaced intervals interleaved with other unrelated material. From short writing exercises to low-stakes quizzes to answering polling questions (e.g., with Clickers), formative assessment can facilitate these retrieval practices that enhance learning (Brown, Roediger III, & McDaniel, 2014).

Angelo, T. A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers . Second Edition. San Francisco: Jossey-Bass Publishers .

Bell, P., & Volckmann, D. (2011). Knowledge surveys in general chemistry: Confidence, overconfidence, and performance. Journal of Chemical Education, 88 (11), 1469-1476.

Black, P., & Wiliam, D. (2006). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5 (1), 7-74.

Brown, P., & Roediger III, H., & McDaniel, M. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press.

Hedgcock, W., & Rouwenhorst, R. (2014). Clicking their way to success: Using student response systems as a tool for feedback. Journal for Advancement of Marketing Education, 22 (2), 16-25.

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology , 77(6), 1121-1134.

Mathabathe, K. C., & Potgieter, M. (2014). Metacognitive monitoring and learning gain in foundation chemistry. Chemical Education Research and Practice, 15 (1), 94 104.

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Formative Assessment Types Explained & Simplified: How to Make Them Effective AND Easy

February 21, 2023 by Katelyn Hildebrand

What are the Formative Assessment Types? (Assessment FOR Learning!)

What is formative assessment vs summative, and which formative assessment types are the most effective? How do I progress monitor and track student data? Formative assessment is the number one way to align our instruction with what students need and it is so powerful.

Here are some formative assessment examples and definitions you can use to help tailor your instruction to YOUR students.

This formative assessment types list explains assessment FOR learning and easy ways to make the most of your formative assessments.

Formative assessments are like the secret sauce to teaching. You can have all of the immaculate, detailed lesson plans in the world–- but what really makes the difference is having a teacher that is responsive to the students. That is where the magic happens and instruction is effective because it is tailored to what the student actually needs.

The formative assessment types that will make the biggest difference can still be simple!

Formative Assessment vs. Summative Assessment

There are 2 main types of assessment: formative assessment and summative assessment .

Assessment of Learning vs Assessment for Learning: What’s the Difference?

determines student achievement levels and helps place students in appropriate groupings and learning settings
helps the teacher find out what the student needs and how to help them

Formative assessment vs summative assessment: what’s the difference?

Summative Assessment

What is summative assessment?

Summative Assessment definition: a test given to students at the END of a learning period to assess their level of achievement on a subject; scores are compared to a benchmark goal or set standard.
Be able to record results
Be able to report results
Be completely objective
End of Unit Tests
Quarter Benchmark Tests (often district-wide)
End-of-Year Benchmark Tests
State Standardized Testing
For older grades: assignments, homework, tests, and quizzes that accumulate to a student’s final score but do not change instructional strategies

Formative Assessment

What is formative assessment?

Formative Assessment definition: a test given to students DURING the learning period to guide instruction so that it meets the student’s needs.

Think of assessment as one big category split into 2 groups: formative assessment and summative assessment.

THEN, think of “formative assessment” as split into 3 smaller groups.

These smaller groups are the 3 different formative assessment types.

There are different formative assessment types that you can use to positively impact student success.

Formative Assessment Types

There are 3 types of formative assessment (plus an extra 4th one):

Screening Assessments
Diagnostic Assessments
Progress Monitoring Assessments
Informal Assessments (which are really a sub-type of progress monitoring)

Which formative assessment type you use depends on what your goal is and who you need to assess.

I pulled the graphic above from my Teacher’s Guide for How to Assess Reading post. It has a lot of information on how to assess each of the Big 5 Areas of Readin g .

1. Screening Assessments:

Goal : Identify any students who are struggling

Who : Assess the entire class

When : At the beginning of a learning period

What to do with data : Find students who are below-level and provide interventions

2. Diagnostic Assessments:

Goal : Figure out WHERE specifically struggling students have gaps and need intervention

Who : Students you identified in the screener assessment

When : After the screener but before interventions are given

What to do with data : Make a personalized student plan to address any gaps you found

3. Progress Monitoring:

Goal : Track student progress on a specific skill

Who : Students who are receiving intervention

When : Regularly and periodically throughout a learning period

What to do with data : Analyze it to see how you need to adjust instruction (I have a post coming soon about analyzing data!)

4. Informal Assessments: (a sub-type of progress monitoring)

Goal : Quickly check student understanding

Who : Whole class or individual students

When : Usually during or right after a lesson

What to do with data : (not always formally recorded)

use post-lesson data to determine if students understood a lesson
record anecdotal notes to give a well-rounded picture of student understanding
use mid-lesson checks to guide lesson pace

For screening and diagnostic assessments, I use this Comprehensive Reading Assessment . For progress monitoring, I use this easy Progress Monitoring flip-card system . I’ll dive into informal assessments below!

Data tracking for formative assessments can give you valuable information when used strategically, like in the tracking sheets that come with these Reading Intervention Binders .

When do I collect data from formative assessments?

Formative assessments are used in different ways.

Sometimes they are informal and are just used to quickly guide your instruction and get a feel for student understanding.
Sometimes they will be to identify specific student needs, track progress, and make strategic decisions in your lesson planning and intervention.

Record data for situation #2.

Do not stress about recording data for everything. Because honestly, not all data is equal. And too much data can lead to overwhelm and it’s too hard to glean anything from it then.

In my opinion, if you record every single worksheet/activity/response students do, you will spend all of your time entering numbers and the quality of the data will not always be great anyways.

Instead, collect data several times throughout a learning period using a high-quality, targeted assessment. This will make it easier to ensure the results are reliable and accurate, and lets you zero in on a specific skill. Then analyze THAT data. I’ll have more on how to analyze data soon!

These Reading Intervention Binders make data collection super easy. Each activity in the binder has a matching datasheet you can use to track student progress on reading skills!

These Reading Intervention Binders help you intervene AND track progress at the same time!

These formative assessment strategies will make your note-taking so much easier! Plus here are a couple of FREE editable note-taking tools (you need to have PowerPoint to download them)!

EASY Formative Note-Taking Strategies:

Note-taking is an important part of making your formative assessments useful, but it’s really hard to complete quickly and keep it organized.

Here are a few easy ways to keep your notes convenient and organized.

Taking notes while walking around the classroom:

Have a paper with a grid of squares on it (see the free download below) . Have each student’s name at the top of a square. Jot notes down in that student’s square as you observe.
OR, carry around a sticky notepad and write down notes for a student on the top sticky note. Then fold it up and write on a new sticky note for each student. Then after the lesson transfer the notes to a more permanent place like a data binder or spreadsheet.

Taking Notes during the middle of a lesson:

Have a class roster (see the free download below) printed out and easily accessible WHILE you are teaching. If you notice someone struggling during the middle of instruction, quickly (& discretely) circle/underline/star their name.
You could also have a notepad easily accessible to write the names of students you want to follow up with when they move on to independent work.

CLICK HERE to download some FREE Editable Note-Taking Tools you can use with these strategies! (note: you will need to have PowerPoint to be able to access and download them)

What do you take notes on?

Skills the student struggles with
Consistent mistakes they make
Specific words or phonics patterns they need more practice on
Concepts the student is confused on
Cues you give that you notice work for that student
Strengths and positive praise you notice about them!! (especially great to share at parent-teacher conferences)

Progress monitoring can be overwhelming, but using a consistent format like these progress monitoring cards can help keep it simple and effective.

Progress Monitoring for Intervention

When Progress monitoring is used to inform intervention, it needs to be more strategic and organized. It’s important to track the student’s response to intervention so you know if your intervention is working. You also need to show evidence of progress by providing data at IEPs and parent-teacher conferences. Organized and specific data is the perfect way to do that!

How do you Progress Monitor?

Choose one skill the student needs to build (identified from a diagnostic assessment).
Create a SIMPLE assessment you can give them every 1-3 weeks.
Keep the assessment the same, just switch out the words/letters/questions.
Record the scores for each administration and track progress or regression.

FREE Tools for Progress Monitoring:

Here is a simple free progress monitoring form you can use to easily track student progress in any skill, and a motivating free fluency progress tracker that students love to fill out themselves to track their reading fluency!

Formal Progress Monitoring Tips

When you’re trying to balance a bazillion other things on top of regular and consistent progress monitoring, life can get super stressful. The pressure to do it consistently and to measure the right skill is hard. Here are a few tips to make it easier.

Tips for Easier Progress Monitoring:

1. Make it quick!

It only has to be a few questions , not an entire test. Depending on the skill, it can just be 5 or so quick questions–- I like 5 because it gives easy 20% intervals for scoring.

2. Make it simple.

For phonics , it can just be reading 5 words.
For phonemic awareness , it can just be doing the skill for 5 words.
For fluency, just read a paragraph.
Comprehension and vocabulary take a little more planning as they need pre-written and thought-out questions, but they can be with quick sentences/sentence sequences instead of entire passages.

3. Make it targeted.

Just choose ONE skill to assess. For effective progress monitoring, you really need to zero in on just one skill so you can clearly determine if the student has that specific skill mastered.

4. Make it aligned.

For that one skill you are assessing, make sure your test actually assesses that skill in exactly the way your objective states students will show mastery.

5. Make it consistent.

Use the same scale/measure for each administration. That way you can see accurate trends quickly at a glance.

6. Make it recorded.

It can just be a page for each student with several blank 2-row tables on it.
Write the date across the top and the score underneath.
When you move onto a new skill, start using a new table.
Be sure to label each table so you know what skill it goes with and what assessment you used!
OR, just download this FREE Progress Monitoring Form to record your data!

7. Make it easy.

I put assessment cards on a binder ring for each topic.
They range from easy skills to hard skills and there are several cards for each skill (with different words switched in).
To give the assessment, I just pull out the set I need and flip to the card the student is on.

Informal assessment can have so many variations, and can often be quick and easy.

Informal Assessments (it doesn’t have to be complicated)

Formative assessment does not have to be intimidating and overwhelming. It can be very simple, and you are most likely already doing it. Informal assessments in particular are very natural and easy to weave into your instruction.

To make the most of your informal assessments, let them INFORM your teaching.

Use them as a gauge to spend more time, move on, or switch gears during a lesson.
Use them to quickly identify students who are struggling with the lesson.
Use them as a way to help students be accountable and engaged in their learning.

Your traditional “check for understanding” assessments you give during normal classroom lessons are perfect examples of informal assessments. They are for the teacher to use to guide instruction and monitor the entire class. They don’t have to be turned in to anyone and there is often no standardized way to give them (although some teams and schools might align their informal assessments).

Informal Formative Assessment Strategies

Here are some strategies you can use to quickly assess and gather informal data:

Observing engagement and participation in practice questions and activities
Walking around and recording observations as students work
Talking/listening to students
Collecting and checking student work

*See the next 2 sections for specific ideas of informal assessments!

Formative assessments can be given at multiple points throughout the day.

WHEN to Give Formative Assessments

Here are some formative assessment examples you might use at different points in learning.

DURING a lesson:

Students self-check after a practice question and signal if they got it correct
Students show their responses to practice questions
Students give a signal for whether they understand or not (thumbs up or down under their chin)
Students discuss with a partner (the teacher walks around and listens)
Teacher walks around while students do a practice question and observes student work

AFTER a lesson:

Worksheets or activities the teacher collects and checks
Conversations with the teacher
Walk around while students are working and observe/take notes
Self-check routines (students grade their own work)

Formal Progress Monitoring:

Strategic and regular assessments are given to track student progress on a particular skill
Intentional, regular, and scheduled time is set aside to take these quick assessments

Formative assessment examples can include self-assessment signals, written answers, verbal discussion, or observation.

Formative Assessment Examples: EASY Assessments

Real life is busy and chaotic, and sometimes you just need an easy way to monitor progress! These are all examples of practical and easy informal formative assessments that can help you quickly get a gauge and feel for how the class is doing as a whole, and keep an eye on students who might be struggling in that topic.

Formative Assessment Examples:

Students show a thumbs up or thumbs down under their chin during a lesson (to answer a yes/no question or to self-assess if they understand or not).
Students write answers on whiteboards and show the teacher their answer.
Students just think the answer in their head, then on the teacher’s signal they turn to a neighbor and tell each other what they think the answer is and why.
Have students whisper the answer into their hand, then “hold it”, and on the count of 3 say it out loud.
Students can show the answer on their fingers (counting sounds/syllables in words, assigning each answer choice a number, etc.).
Students have a red, yellow, and green card. They can hold up the color that corresponds with the answer, or use it to self-assess if they understand or not.
OR, they can have the cards in a pile at their desk and have the top color show how well they are understanding.
Have students give themselves a self-assessment score (1-3, yes/no, etc.) on a sticky note, write their name on the back, and stick it on the board.
On a small piece of paper have students answer one question and hand it to the teacher before they walk out the door.
OR for accurate verbal assessments for reading (like explained in this post on the best assessments for reading ), have them read a few words you point to before they walk out the door (like in the exit tickets pictured in the section above this one).
Students answer a question on a sticky note , write their name on the back, and stick it in a pile on the teacher’s desk (or have their name on top and the answer on the bottom for more anonymity).

These are all ideas for assessments that will guide your instruction, but not necessarily monitor individual student progress. For that, you will want to use a more formal progress monitoring system like these progress monitoring flip cards .

FREE Reading Intervention Cheat Sheet

With all of this said, formative assessment is only valuable if you are using it ALONGSIDE quality reading intervention . For some quick tips on how to identify student needs and some research-based and targeted reading activities, download this FREE Reading Intervention Cheat Sheet !

You can also check out my Ultimate List of Reading Intervention Activities for tons of hands-on and engaging activities to do with your students.

These reading intervention strategies and ideas will help your struggling readers! Click here to download it for free!

Hopefully, these formative assessment examples helped you understand all of the different types of formative assessment and see the value in using formative assessment vs summative. Progress monitoring and informal assessments help you keep a gauge on student learning and adjust your teaching so you are meeting your students’ needs. And they don’t have to be overwhelming! Real-life formative assessments can be quick and simple while still being powerful.

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What Is Formative Assessment? The Key To Student Success

Emma Johnson

Formative assessment, or assessment for learning is widely recognised by teachers and schools as a vital tool for teaching and effective learning. Over the past few decades, it has been subject to extensive research so will not be new to many educators. However, the National Council of Teachers of Mathematics found that many teachers and schools find it challenging to implement

In this blog, we detail everything you need to know about formative assessment for successful implementation and continued success in your classroom.

What is formative assessment?

How is formative assessment different from other forms of assessment, what does formative assessment look like in the classroom, benefits of formative assessment , limitations of formative assessment, misconceptions of formative assessment.

Formative assessment is the use of assessment to improve learning. The purpose of formative assessment is to gather information about a learner’s current understanding and to close gaps between where they currently are and where they want to be.

Teachers do this by adjusting their teaching strategies , including:

reteaching;
providing scaffolding and support;
addressing misconceptions;
adding stretch and challenge.

Teachers can use formative assessment to empower students to reflect on their own learning and to understand and take the necessary steps to reach their learning goals themselves. This supports the development of students’ metacognitive strategies and helps them to take a more active role in their learning. Over the past few decades, several researchers have investigated formative assessment and its impact on student achievement. This includes the work of Paul Black and Dylan Wiliam who focussed on formative assessment in the classroom in their research, “Inside The Black Box”. Another notable figure in formative assessment is John Hattie who recognised feedback as a strategy that brings about significant improvements in student performance, especially when feedback was about the student’s own work.

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Includes 40 multiple choice questions with detailed answers to support test prep, covering a range of topics and aligned to state standards.

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Formative vs. Summative Assessment: What’s the Difference? [+ Comparison Chart]

A close-up shot of a hand and a sheet of paper on which a student takes notes during a lecture.

In education, assessments are the roadmap guiding teachers and students to successful outcomes — from navigating subject matter to reaching academic milestones. But not all means of measuring success are the same. In this blog post we’ll explore two of these methods: formative vs. summative assessment.

To maximize teaching effectiveness, it’s important to understand the differences between each assessment type. Keep reading to learn the benefits of tailoring instruction to meet the diverse needs of every learner, plus tips on implementing both techniques.

What Is Formative Assessment?

Formative assessment is not actually a singular method, but instead, a variety of ways for teachers to evaluate student comprehension, learning needs, and academic progress in real-time throughout a lesson, unit, or course.

These assessments aid in identifying areas where students are struggling, skills they find challenging, or learning standards they have not yet achieved. This information enables teachers to make necessary adjustments to lessons and instructional techniques to better meet the needs of their students.

Its primary goal is to measure a student’s understanding during instruction; for example, with quizzes, tests, or exams.

As learning and formative assessment expert Paul Black puts it, “when the cook tastes the soup, that’s formative assessment. When a customer tastes the soup, that’s summative assessment.”

What Is Summative Assessment?

Summative assessment, on the other hand, is any type of evaluation that measures a student’s overall comprehension and achievement at the end of a unit, course, or academic period. It typically takes the form of final exams or projects, and aims to gauge what students have learned. Unlike formative assessment, which provides ongoing feedback, summative assessment focuses on determining the extent to which students have mastered the content overall.

This culmination of the learning process helps teachers determine proficiency levels against predefined standards or benchmarks. These assessments — which often carry higher stakes — are used for accountability, such as grading, ranking, and reporting student achievement to parents and school administrators.

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3 Examples of Formative Assessment

For a clearer idea of formative assessment , explore these three examples:

Exit tickets are brief assessments given to students at the end of a lesson or class period featuring questions that relate to that day’s work. Teachers use exit tickets to gauge student understanding before they leave the class, allowing them to adjust future instruction based on the feedback received.
Think-Pair-Share involves three stages: First, prompting students to independently think about a question related to a lesson, then having them pair up with a classmate to discuss their thoughts, before finally asking them to share their discussion with the class. The process encourages active engagement, collaboration, and comprehension.
One-minute paper is aptly named, allowing students 60 seconds at the end of a lesson or class period to write down the most important concepts from the presented material. Teachers can review these papers to assess how well students understand the material at hand and address any misconceptions.

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3 Examples of Summative Assessment

Likewise, here a few examples of summative assessments:

Final exams are comprehensive assessments that are typically given at the end of a course or academic year and cover a broad range of topics that were covered over a longer period of time.
Standardized tests , such as the SAT and ACT, are administered and scored consistently across a large number of students for comparison purposes. They are also useful for identifying areas for improvement in educational systems and making decisions about student placement or advancement, such as admission into higher education institutions.
End-of-unit projects are typically more extensive than regular class assignments and require students to demonstrate their understanding of multiple concepts or skills covered in the unit. Research, originality, collaboration, and presentation are often involved.

How to Grade Formative Assessments

Because of the unique nature of each type of student evaluation, there is also variety in grading summative vs. formative assessments. The following are considerations when grading formative assessments:

Focus on feedback by prioritizing constructive notes that guide students’ learning and improvement.
Use rubrics to establish clear criteria for assessment and ensure consistency in grading.
Provide descriptive feedback that highlights strengths and areas for improvement.
Encourage self assessment to promote accountability and reflection as students examine their own work.
Focus on growth and development over time instead of final outcomes and grades exclusively.
Track progress to call out student achievement trends over time.
Use peer assessment to cultivate collaboration and diverse perspectives in evaluation.
Consider participation and effort in addition to academic achievement in order to take a big-picture look at education and achievement.
Communicate clearly to facilitate understanding and successful outcomes.

How to Grade Summative Assessments

Consider these methods as you grade summative assessments, keeping in mind a fair and accurate representation of students’ learning outcomes and progress.

Establish clear criteria to guide students on what is expected and to ensure transparency in assessment standards.
Use rubrics to keep evaluation criteria structured and promote consistency.
Assign numerical or letter grades to quantify performance and clearly articulate overall performance.
Consider weighting grades to reflect the relative importance of different aspects of student performance.
Provide feedback that is specific and actionable.
Ensure fairness and consistency to uphold equitable grading for all students.
Communicate results clearly so that parents, students, and administrators understand learning outcomes.
Offer opportunities for review and reflection to encourage students to engage with their assessment and improve moving forward.
Use assessment data for instructional planning to tailor teaching strategies to student needs.
Adhere to school or district policies to maintain compliance and consistency.

Formative vs. Summative Assessment Comparison Chart


Timeframe	Ongoing throughout instruction	At the end of a course or academic year
Purpose	Provide opportunities for student improvement in real-time	Evaluate learning outcomes after lessons have concluded
Intention	Understanding progress; pinpointing areas for improvement	Gauge overall comprehension and label achievements
Frequency	Regular, frequent pace	Occasional
Examples	Exit tickets, Think-Pair-Share, one-minute paper	Final exams, standardized tests, end-of-unit projects

Understanding these differences is crucial for educators to help students succeed in meaningful and effective ways. When teachers try out different assessment methods and grading styles, they get a better handle on student needs and can create an environment for widespread growth and improvement.

The best way for teachers to advance their knowledge and understanding of the latest assessment methods is to keep up with professional development opportunities, such as with the University of San Diego’s Professional and Continuing Education (PCE) certificate program. Explore the website to learn more about hundreds of online and independent courses for teachers covering a wide range of subjects.

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The Difference Between Formative And Summative Assessments

Author: Louise Raw

Posted: 24 Jun 2022

Estimated time to read: 8 mins

When it comes to formative assessments and summative assessments, if you're a teacher, administrator, or supervisor you've heard of both before.

While you may know that they form part of any curriculum map, do you actually know what they mean and what the differences are?

In this blog, we delve into the subject of formative assessments and summative assessments.

What makes formative assessments different to summative assessments?

One of the main differences between the two is that formative assessments are completed during a student's course, while summative assessments are completed at the end of the course as a final evaluation.

There is far more to it though. Let’s unpack each assessment to highlight the various differences.

What are formative assessments?

Formative assessments are ongoing evaluations of student learning and understanding. They're used to monitor student progress and identify areas where further explanation or support may be needed.

Formative assessments can take many different forms, including quizzes, tests, projects, oral presentations, and group work.

Formative assessments, which work great when they’re used on a regular basis, are interactive as you can use group presentations, activities that are hands-on, or even in-class games to evaluate the progress of students.

What's great about formative assessments is the flexibility. This helps to keep students engaged in your class.

The benefits of formative assessments

There are many benefits to using formative assessments in your classroom, including:

Allowing you to monitor student progress and identify areas of weakness early on
Helping you to adjust your teaching methods to better suit the needs of your students
Encouraging active and interactive learning, which can make students more engaged in the material
Giving you the opportunity to provide timely feedback that can help students improve their understanding and performance

Practical application of formative assessments

Now that we've looked at what formative assessments are and some of the benefits of using them, let's take a look at how you can put them into practice in your classroom.

Here are a few ideas:

Use short quizzes regularly One way to use formative assessments is to give short quizzes on a regular basis. This could be once a week or even once a day. These quizzes don't need to be long or comprehensive, but they should cover the material that you've been covering in class.

Get students to explain their thinking Another great way to assess student understanding is to get them to explain their thinking out loud. You can do this by asking questions during class and then getting students to explain their answers. This is a great way to gauge student understanding and identify areas where they may need more support.

Use group work Group work is another excellent way to assess student understanding. When students are working in groups, you can observe them and see how well they're able to apply what they've learned. You can also ask them questions about the material and get them to explain their thinking to you.

Give feedback regularly Giving feedback is an important part of formative assessment. It's essential that you give feedback regularly so that students know where they're doing well and where they need to improve. Feedback should be specific, objective, and positive.

Now, let's take a look at summative assessments and how they compare to formative assessments.

What are summative assessments?

Summative assessments are used to evaluate student learning at the end of a unit, semester, or school year. They provide a snapshot of student understanding and can be used to make decisions about grades or promotions.

Summative assessments, which are often cumulative, are used to evaluate the long- term information retention of a student.

Summative assessments can take many different forms, including

Presentations

The benefits of summative assessments

There are many benefits to using summative assessments in your classroom, including:

Allowing you to measure student progress at the end of a unit or semester
Helping you to identify areas of weakness so that you can adjust your teaching accordingly
Giving students a chance to show what they've learned over a period of time

Practical application of summative assessments

Now that we've covered the basics of summative assessments, let's take a look at some practical ways you can use them in your classroom.

How summative assessments differ from formative assessments

While summative assessments and formative assessments work exceptionally well together, they differ in a few key ways. Here are some of the differences

Summative assessments are designed to show what students have learned, while formative assessments show that students are learning. In other words, a summative assessment is an evaluation after the course while a formative assessment is an evaluation during the learning process.
Summative assessments show the bottom line, whereas formative assessments act like milestones
Summative assessments assign grades, while formative assessments monitor the learning process
Formative assessments act like milestones while summative assessments show the bottom line.

Asking students to make a short quiz on a topic of their choice is another great alternative to homework that lets them engage thoughtfully with something they’re interested in.

Kahoot! or Quizlet are great options for this, although submitting their questions via Satchel One is also a great option if you aren’t doing the quizzes together as a follow up activity.

Want to make quizmaking a little easier for yourself too? Try our free quizmaker, Neeto .

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Formative, Summative, and More Types of Assessments in Education

All the best ways to evaluate learning before, during, and after it happens.

Collage of types of assessments in education, including formative and summative

When you hear the word assessment, do you automatically think “tests”? While it’s true that tests are one kind of assessment, they’re not the only way teachers evaluate student progress. Learn more about the types of assessments used in education, and find out how and when to use them.

Diagnostic Assessments

Formative assessments, summative assessments.

Criterion-Referenced, Ipsative, and Normative Assessments

What is assessment?

In simplest terms, assessment means gathering data to help understand progress and effectiveness. In education, we gather data about student learning in variety of ways, then use it to assess both their progress and the effectiveness of our teaching programs. This helps educators know what’s working well and where they need to make changes.

Chart showing three types of assessments: diagnostic, formative, and summative

There are three broad types of assessments: diagnostic, formative, and summative. These take place throughout the learning process, helping students and teachers gauge learning. Within those three broad categories, you’ll find other types of assessment, such as ipsative, norm-referenced, and criterion-referenced.

What’s the purpose of assessment in education?

In education, we can group assessments under three main purposes:

Of learning
For learning
As learning

Assessment of learning is student-based and one of the most familiar, encompassing tests, reports, essays, and other ways of determining what students have learned. These are usually summative assessments, and they are used to gauge progress for individuals and groups so educators can determine who has mastered the material and who needs more assistance.

When we talk about assessment for learning, we’re referring to the constant evaluations teachers perform as they teach. These quick assessments—such as in-class discussions or quick pop quizzes—give educators the chance to see if their teaching strategies are working. This allows them to make adjustments in action, tailoring their lessons and activities to student needs. Assessment for learning usually includes the formative and diagnostic types.

Assessment can also be a part of the learning process itself. When students use self-evaluations, flash cards, or rubrics, they’re using assessments to help them learn.

Let’s take a closer look at the various types of assessments used in education.

Worksheet in a red binder called Reconstruction Anticipation Guide, used as a diagnostic pre-assessment (Types of Assessment)

Diagnostic assessments are used before learning to determine what students already do and do not know. This often refers to pre-tests and other activities students attempt at the beginning of a unit.

How To Use Diagnostic Assessments

When giving diagnostic assessments, it’s important to remind students these won’t affect their overall grade. Instead, it’s a way for them to find out what they’ll be learning in an upcoming lesson or unit. It can also help them understand their own strengths and weaknesses, so they can ask for help when they need it.

Teachers can use results to understand what students already know and adapt their lesson plans accordingly. There’s no point in over-teaching a concept students have already mastered. On the other hand, a diagnostic assessment can also help highlight expected pre-knowledge that may be missing.

For instance, a teacher might assume students already know certain vocabulary words that are important for an upcoming lesson. If the diagnostic assessment indicates differently, the teacher knows they’ll need to take a step back and do a little pre-teaching before getting to their actual lesson plans.

Examples of Diagnostic Assessments

Pre-test: This includes the same questions (or types of questions) that will appear on a final test, and it’s an excellent way to compare results.
Blind Kahoot: Teachers and kids already love using Kahoot for test review, but it’s also the perfect way to introduce a new topic. Learn how Blind Kahoots work here.
Survey or questionnaire: Ask students to rate their knowledge on a topic with a series of low-stakes questions.
Checklist: Create a list of skills and knowledge students will build throughout a unit, and have them start by checking off any they already feel they’ve mastered. Revisit the list frequently as part of formative assessment.

What stuck with you today? chart with sticky note exit tickets, used as formative assessment

Formative assessments take place during instruction. They’re used throughout the learning process and help teachers make on-the-go adjustments to instruction and activities as needed. These assessments aren’t used in calculating student grades, but they are planned as part of a lesson or activity. Learn much more about formative assessments here.

How To Use Formative Assessments

As you’re building a lesson plan, be sure to include formative assessments at logical points. These types of assessments might be used at the end of a class period, after finishing a hands-on activity, or once you’re through with a unit section or learning objective.

Once you have the results, use that feedback to determine student progress, both overall and as individuals. If the majority of a class is struggling with a specific concept, you might need to find different ways to teach it. Or you might discover that one student is especially falling behind and arrange to offer extra assistance to help them out.

While kids may grumble, standard homework review assignments can actually be a pretty valuable type of formative assessment . They give kids a chance to practice, while teachers can evaluate their progress by checking the answers. Just remember that homework review assignments are only one type of formative assessment, and not all kids have access to a safe and dedicated learning space outside of school.

Examples of Formative Assessments

Exit tickets : At the end of a lesson or class, pose a question for students to answer before they leave. They can answer using a sticky note, online form, or digital tool.
Kahoot quizzes : Kids enjoy the gamified fun, while teachers appreciate the ability to analyze the data later to see which topics students understand well and which need more time.
Flip (formerly Flipgrid): We love Flip for helping teachers connect with students who hate speaking up in class. This innovative (and free!) tech tool lets students post selfie videos in response to teacher prompts. Kids can view each other’s videos, commenting and continuing the conversation in a low-key way.
Self-evaluation: Encourage students to use formative assessments to gauge their own progress too. If they struggle with review questions or example problems, they know they’ll need to spend more time studying. This way, they’re not surprised when they don’t do well on a more formal test.

Find a big list of 25 creative and effective formative assessment options here.

Summative assessments are used at the end of a unit or lesson to determine what students have learned. By comparing diagnostic and summative assessments, teachers and learners can get a clearer picture of how much progress they’ve made. Summative assessments are often tests or exams but also include options like essays, projects, and presentations.

How To Use Summative Assessments

The goal of a summative assessment is to find out what students have learned and if their learning matches the goals for a unit or activity. Ensure you match your test questions or assessment activities with specific learning objectives to make the best use of summative assessments.

When possible, use an array of summative assessment options to give all types of learners a chance to demonstrate their knowledge. For instance, some students suffer from severe test anxiety but may still have mastered the skills and concepts and just need another way to show their achievement. Consider ditching the test paper and having a conversation with the student about the topic instead, covering the same basic objectives but without the high-pressure test environment.

Summative assessments are often used for grades, but they’re really about so much more. Encourage students to revisit their tests and exams, finding the right answers to any they originally missed. Think about allowing retakes for those who show dedication to improving on their learning. Drive home the idea that learning is about more than just a grade on a report card.

Examples of Summative Assessments

Traditional tests: These might include multiple-choice, matching, and short-answer questions.
Essays and research papers: This is another traditional form of summative assessment, typically involving drafts (which are really formative assessments in disguise) and edits before a final copy.
Presentations: From oral book reports to persuasive speeches and beyond, presentations are another time-honored form of summative assessment.

Find 25 of our favorite alternative assessments here.

More Types of Assessments

Now that you know the three basic types of assessments, let’s take a look at some of the more specific and advanced terms you’re likely to hear in professional development books and sessions. These assessments may fit into some or all of the broader categories, depending on how they’re used. Here’s what teachers need to know.

Criterion-Referenced Assessments

In this common type of assessment, a student’s knowledge is compared to a standard learning objective. Most summative assessments are designed to measure student mastery of specific learning objectives. The important thing to remember about this type of assessment is that it only compares a student to the expected learning objectives themselves, not to other students.

Chart comparing normative and criterion referenced types of assessment

Many standardized tests are criterion-referenced assessments. A governing board determines the learning objectives for a specific group of students. Then, all students take a standardized test to see if they’ve achieved those objectives.

Find out more about criterion-referenced assessments here.

Norm-Referenced Assessments

These types of assessments do compare student achievement with that of their peers. Students receive a ranking based on their score and potentially on other factors as well. Norm-referenced assessments usually rank on a bell curve, establishing an “average” as well as high performers and low performers.

These assessments can be used as screening for those at risk for poor performance (such as those with learning disabilities) or to identify high-level learners who would thrive on additional challenges. They may also help rank students for college entrance or scholarships, or determine whether a student is ready for a new experience like preschool.

Learn more about norm-referenced assessments here.

Ipsative Assessments

In education, ipsative assessments compare a learner’s present performance to their own past performance, to chart achievement over time. Many educators consider ipsative assessment to be the most important of all , since it helps students and parents truly understand what they’ve accomplished—and sometimes, what they haven’t. It’s all about measuring personal growth.

Comparing the results of pre-tests with final exams is one type of ipsative assessment. Some schools use curriculum-based measurement to track ipsative performance. Kids take regular quick assessments (often weekly) to show their current skill/knowledge level in reading, writing, math, and other basics. Their results are charted, showing their progress over time.

Learn more about ipsative assessment in education here.

Have more questions about the best types of assessments to use with your students? Come ask for advice in the We Are Teachers HELPLINE group on Facebook.

Plus, check out creative ways to check for understanding ..

Learn about the basic types of assessments educators use in and out of the classroom, and how to use them most effectively with students.

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20 Useful Digital Assessment Tools for Teachers (Formative, Summative, and More)

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Home » Blog » Formative and Summative Assessments: Examples and Differences

Formative and Summative Assessments: Examples and Differences

One of the primary benefits of using formative and summative assessments is that you aren’t forced to choose between them. They work exceptionally well when used in combination.

In this article, we’ll be breaking down precisely what formative and summative assessments are, the key differences between them, the benefits of their use, and providing a range of examples to help illustrate how they can be implemented in the classroom.

If you’re looking for an effective way to assess student learning and measure progress, read on to find out how formative and summative assessments can help.

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Formative assessments: definition and purpose.

Before we get into examples of their use, it’s essential that we first define precisely what both formative and summative assessments are and how they differ.

Formative assessments are employed regularly throughout a set learning period, be that a chapter, unit, or term, and help track progress and identify areas where students may struggle or need more support.

They also give the teacher and course designer the data they need to improve the learning experience and make any necessary changes that may be required throughout a system.

Rather than strict exams, formative assessments are usually relatively low-stakes, meaning they do not always need to be graded or even marked. This helps to create a non-threatening atmosphere and encourages students to take risks in their learning without fear of failure.

Formative assessment tasks usually rely on feedback from both students and the teacher, with learners receiving feedback on performance as soon as possible.

Uses of Formative Assessments

As mentioned, one of the primary uses of a formative assessment is to gauge student understanding and identify knowledge gaps that may need extra work.

Formative assessments can also be used to help inform curricular decisions, provide valuable data on the effectiveness of a course or lesson, and allow students to monitor their progress over time.

In addition, formative assessments are valuable in helping teachers gain real-time insight into a group’s collective understanding, allowing them to rapidly adapt their training or lessons accordingly.

Benefits of Using Formative Assessments

There are a range of benefits to employing formative assessments as part of your teaching strategy, including the following:

Improved student or employee engagement and motivation – By allowing students to track their learning journey, you can help them take ownership of their learning experience. This can be highly motivating for students, as it encourages a sense of progress and accomplishment.
Better assessment of real-world understanding – By using formative assessments that involve practical skills or application, you can better understand how well your students understand the real-world implications of the content they are studying.
Enables rapid identification of areas of difficulty for learners – Through formative assessments, you can quickly identify areas that students may be struggling with. This helps to ensure that these areas are addressed rapidly and effectively.
Allows teachers to tailor their lessons to the needs of the group – Teachers and course designers can use the data from formative assessments to tailor their studies according to the group’s needs and ensure that they meet all learning objectives.

Examples of Formative Assessments

To clarify how formative assessments can be used, below are a few examples of tasks that could be used both in the classroom and in a digital learning environment.

Classroom-Based Examples

The following examples can be valuable to employ in a classroom setting:

1. Quizzes and polls

Simple and easy to execute, quizzes and polls are a low-effort way of gauging student understanding at regular intervals throughout a lesson.

2. Peer feedback and self-assessment

Peer-based feedback sessions and self-assessment questionnaires can help identify areas where students may need extra support or guidance while giving vital insight into how students perceive their progress.

3. Class discussions and debates

Encouraging students to discuss their different perspectives on a given topic or concept allows teachers to better understand how well they comprehend the material. It also gives students the opportunity to have their ideas heard and helps create a sense of solidarity within the classroom.

Online and Digital Examples

With the rise in the use of digital learning tools and technologies , there is also a range of online-based practices that can be used as formative assessments, including:

1. Interactive quizzes and games

The gamification of quizzes or other learning activities can provide an engaging way to assess student understanding and offer real-time feedback.

2. Virtual simulations and case studies

Where more vocational skills are being taught, virtual simulations and case studies can test students’ problem-solving capabilities in a low-stakes environment.

3. Online discussion forums and feedback platforms

One of the benefits of using an online learning platform is the wide range of features available to assess student understanding. Discussion forums, peer feedback platforms, and automated feedback systems can all be used as formative assessment tools.

Summative Assessments: Definition and Purpose

Compared to formative assessments, summative assessments are conducted at the end of a defined learning period and often represent the final grade for the course.

To provide a comprehensive assessment grade, summative assessments evaluate a student’s overall understanding and performance of the skill or concept studied.

They can also be used to track educational progress over time, such as in standardised testing, as well as help to inform curricular decisions and the effectiveness of teaching methods.

Uses of Summative Assessments

Summative assessments test student mastery of content, assess their overall understanding of a subject or topic area and generally give them a final mark.

For teachers and course designers, a summative assessment allows them to measure the effectiveness of their teaching and make any necessary changes or improvements.

Summative assessments can also be used to compare student performance across different classes, courses, and programs.

Benefits of Summative Assessments

As with formative assessments, there is a range of benefits associated with the use of summative assessments, including:

Provides an overall assessment score – Summative assessments can provide a more accurate assessment of student understanding and performance, offering an overall grade or score.
Helps track educational progress over time – Educators can track student progress to identify improvement areas through standardised testing or other summative assessments.
Helps inform curricular decisions – Summative assessments can assess the effectiveness of a particular course or program and help inform future curricular choices.
Offers an efficient way to measure learning outcomes – By providing an overall assessment grade, summative assessments offer a convenient way to measure the success of a teaching strategy in one go.

Examples of Summative Assessments

To clarify how summative assessments can be implemented, here are a few examples of traditional assessment methods, such as essays and exams, and performance-based assessments, such as presentations and projects.

Traditional Assessment Methods

Below are some examples of traditional assessment methods:

1. Examinations and final tests

Examinations are widely used to assess student knowledge and understanding at the end of a course or program. They are easy to implement and provide a quick and efficient way to evaluate student performance.

2. Term papers and essays

Essays and term papers are another traditional assessment method used alongside examinations. Essays test students’ ability to analyse a given topic or concept in detail, providing insight into their understanding of the subject matter.

3. Projects and presentations

Where skill-based or vocational courses are being taught, projects and presentations can test a student’s performance in class. These assessments allow students to demonstrate their understanding of the subject matter and show their ability to apply and transfer the knowledge in a practical context.

Performance-Based Assessments

Performance-based assessments are best employed when assessing practical skills or processes. Examples of performance-based summative assessments include:

1. Practical exams and demonstrations

Practical tests and demonstrations are often used to assess students’ physical abilities, such as in sports or vocational courses. These assessments test a student’s understanding of a particular skill or concept by having them demonstrate it in a real-world setting.

2. Portfolios and showcases

Where creative or design-based courses are being taught, portfolios and showcases allow students to demonstrate their understanding of the concepts in a practical way. These assessments require students to use their creative skills to produce a tangible output, such as an artwork or multimedia presentation.

3. Capstone projects and dissertations

Dissertations and capstone projects are often used to assess students’ understanding of complex topics or skills. These assessments require students to demonstrate their knowledge of the subject matter by producing an in-depth research or project that meets specific criteria.

Critical Differences Between Formative and Summative Assessments

Now that you have a fuller understanding of what both formative and summative assessments represent and how they can be employed, here’s a summary outlining the key differences between the two:

Timing and Frequency

One of the most essential distinctions between the two types of assessment is when they are conducted. Formative assessments occur throughout the course and act as checkpoints to monitor student progress.

In contrast, summative assessments are shown at the end of a defined learning period and only count towards an overall grade or score.

Purpose and Focus

Formative assessments are designed to provide feedback on understanding and inform instruction in real-time. In contrast, summative assessments evaluate student performance of a skill or concept and can help inform curriculum decisions.

Feedback and Evaluation Process

The feedback and evaluation process for formative and summative assessments differs significantly. Formative assessments are designed to offer real-time feedback on performance.

In contrast, summative assessments provide an overall assessment score or grade that reflects the student’s understanding of the subject matter at the end of a course or program.

Which is the Right Assessment Approach to Utilise?

Choosing the correct assessment approach for your students ultimately depends on the goals you are trying to achieve, the type of course or program being taught and the knowledge and skills that need to be assessed.

To help you decide, consider the following:

Considerations for Selecting Formative Assessments

Some of the critical considerations for making use of formative assessments include:

Regular feedback – Formative assessments should be implemented regularly to ensure students receive regular feedback on their understanding and performance.
Low-stakes testing – As formative tests don’t count towards an overall grade, they should be designed as low-stakes tests to help encourage participation.
Inform instruction – Formative assessment results can inform instruction in real-time, allowing educators to tailor their teaching approach to student needs.

Considerations for Selecting Summative Assessments

When making use of summative assessments, it’s essential to consider the following points:

Assessment goals – Before designing a summative assessment, clearly define the purposes of the evaluation and how it will be used to evaluate student performance.
Assessment criteria – When creating a summative assessment, ensure that you set clear and concise evaluation criteria that allow students to demonstrate their understanding fully.
Inter-rater reliability – To ensure fairness and accuracy, consider having multiple assessors score each student’s work when creating a summative assessment.

Using Both Formative and Summative Assessments in Learning and Development

As mentioned, one of the primary benefits of using formative and summative assessments in learning and development is that they can provide a more comprehensive evaluation of student performance.

By implementing both assessment forms, educators can better understand their student’s progress and tailor their instruction for maximum impact.

Formative assessments can measure progress and inform instruction in real-time, while summative assessments provide an overall score or grade that indicates learning success.

Final Thoughts

While formative and summative assessments have apparent differences, such as in their purpose, timing and feedback mechanisms, there are significant benefits to using both assessment types in learning and development.

Educators can better assess student performance and tailor instruction by implementing formative and summative assessments. Additionally, the use of both reviews provides a comprehensive view of understanding that can be used to inform curriculum decisions.

If you are looking for more guidance and resources on creating and implementing formative and summative assessments, check out the other articles on the Skillshub blog .

As an eLearning company , we are committed to creating efficient and impactful learning experiences. Our team are experts in developing eLearning content , so skillshub can help create customised learning materials tailored to your organisation’s needs. To learn more about our services, get in touch with us today.

Sean McPheat

Sean is the CEO of Skillshub. He’s a published author and has been featured on CNN, BBC and ITV as a leading authority in the learning and development industry. Sean is responsible for the vision and strategy at Skillshub, helping to ensure innovation within the company.

Updated on: 20 September, 2023

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Formative assessment: What it is, why you should use it, and how to make it happen

As the number of blog posts we’ve written on formative assessment continues to grow, I thought it would be a good idea to create a post that could serve as a general resource, sort of a go-to blog on everything formative assessment.

Understanding formative assessment

If you’re not familiar with formative assessment, the first thing you should do is understand what it is and, perhaps even more importantly, what it is not. Formative assessment is defined as planned classroom practice to elicit evidence of learning minute-to-minute, day-by-day in the classroom along with non-summative assessments that occur while content is still being taught. Both of these can inform teachers of what students know or do not know, and they can help students understand what it is they are ready to learn next, so teachers can adjust their instruction accordingly for each of their students.

Here are a few blog posts that break down formative assessment further:

“What is formative assessment?”
“Formative assessment: The minute-to-minute, day-by-day kind”
“Formative assessment vs. summative assessment results: Timing matters”

Using formative assessment strategies

Once you have a good understanding of what formative assessment is, you can begin to break it down in succinct strategies that can help as you determine the best way to implement it in a classroom setting. Here are some blog posts that get into more strategic detail of formative assessment:

“5 formative assessment strategies to improve student learning from Dylan Wiliam and NWEA”
“Dylan Wiliam and putting formative assessment to work”
“Dylan Wiliam: Unpacking formative assessment”
“Improving student performance requires varied teaching strategies and techniques”
“Student centered learning strategies: Two ideas for providing feedback”
“27 easy formative assessment strategies for gathering evidence of student learning”
“75 digital tools and apps teachers can use to support formative assessment in the classroom”

With Common Core being used across the country, formative assessment dovetails nicely with the need for deeper learning and higher-order thinking. Here are some ways that formative assessment can play a strong role in successful implementation of Common Core:

“Mapping formative assessment strategies to the Common Core state standards: Part one”
“Mapping formative assessment strategies to the Common Core state standards: Part two”
“Mapping formative assessment strategies to the Common Core state standards: Part three”
“Formative assessment: Higher-order questions and increased wait time increase student engagement”
“Encouraging collaborative learning for improving student performance”
“Going beyond Q and A: Formative assessment and other ideas for 100 percent student participation”

Formative assessment is a proven strategy for engaging students, eliciting evidence of student learning, and moving students forward to meet their learning targets and personal goals. Hopefully these blog posts will help you implement these minute-to-minute techniques in your school or classroom.

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What Is a Formative Assessment? Types, Examples & Strategies

Author & Editor at ProProfs

Michael is a seasoned writer with 12+ years of experience in online learning and training. His work empowers organizations to harness the potential of knowledge in the digital era.

Ever noticed how the most memorable lessons stick with us not because of a final grade, but because of the journey there?

That’s the magic of formative assessments—they’re not just checkpoints; they’re the secret ingredients that make learning stick.

This blog post dives into the heart of formative assessments, revealing how they can transform classrooms by turning every lesson into an opportunity for growth and every mistake into a learning moment.

In this definitive guide, we’ll explore the what, why, and how of formative assessments—from their defining characteristics and purpose to a variety of types and strategies for effective use in the classroom.

Let’s begin.

What Is a Formative Assessment?

Formative assessment is a strategic approach used by educators to monitor students’ learning progress and adjust teaching methods accordingly. It’s characterized by its real-time application, providing immediate feedback that educators can use to adapt their instruction to meet learners’ current needs.

Unlike summative assessments that evaluate overall learning at the end of an instructional period, formative assessments are conducted throughout the learning process.

They can take various forms, including quizzes, interactive discussions, and peer reviews, all aimed at gauging understanding and facilitating continuous improvement.

Watch: How to Create an Online Quiz in Under 5 Mins

What Is the Purpose of Formative Assessment?

The purpose of formative assessment is to enhance the learning process by identifying students’ strengths and areas for growth. This ongoing assessment method allows educators to:

Modify teaching strategies in real-time to address the immediate needs of their students.
Support personalized learning, ensuring that instruction is tailored to individual student progress.
Foster an environment of continuous feedback and growth, encouraging students to engage more deeply with their learning and identify their areas for improvement.

By integrating formative assessment into their teaching, educators can create a dynamic and responsive learning environment that supports student success and promotes a deeper understanding of the material.

Types & Examples of Formative Assessment

Formative assessments come in various formats, each designed to gather feedback on student learning in a way that informs instruction and supports student growth. Here are some common formative assessment tools :

Quizzes & Mini-Tests: These brief assessments are powerful tools for gauging student knowledge in a focused manner.

When used regularly, they can highlight trends in student understanding over time, allowing educators to pinpoint specific topics that may require additional instruction or review.

Watch: How to Use Online Quiz Maker for Teachers

Observations & Check-Ins: This approach involves informal yet purposeful monitoring of students during class activities.

It offers nuanced insights into how students interact with the material and each other, providing a real-time snapshot of engagement and comprehension levels.

Interactive Discussions: Encouraging open dialogue about the material not only reinforces students’ understanding but also cultivates critical thinking skills.

Discussions can unveil diverse interpretations and misconceptions, guiding educators in tailoring subsequent lessons to address these gaps.

Peer Reviews: Students engage in a reciprocal learning process by evaluating each other’s work. This method not only diversifies feedback but also encourages students to critically engage with the curriculum, deepening their understanding through the lens of their peers’ perspectives.
Exit Tickets: Simple prompts or questions at the end of a lesson offer immediate feedback on the day’s learning outcomes. Analyzing responses helps educators assess the effectiveness of their teaching and plan necessary adjustments for future classes.
Learning Journals: Journals that prompt reflection on what was learned and questions that arose during the lesson help students articulate their thoughts and feelings about their learning journey.

Reviewing these journals gives educators a window into students’ self-perceived progress and areas of difficulty.

Incorporating a mix of these formative assessment types enriches the learning environment and empowers students to take an active role in their education.

Educators can harness these tools to create a dynamic classroom atmosphere that values growth, encourages engagement, and fosters a deeper connection to the material.

What Is the Process of a Formative Assessment?

The formative assessment process is a cyclical, interactive approach designed to gauge student understanding, provide feedback, and continuously adapt instruction throughout the learning journey. It’s a dynamic framework that supports teaching and enhances learning.

Here’s a breakdown of the key steps involved:

Step 1: Identify Learning Objectives

The first step involves clearly defining what students should learn. These objectives guide the creation of assessment tasks and ensure that the assessment is aligned with instructional goals.

Step 2: Select Appropriate Assessment Methods

Choose from various assessment methods (e.g., quizzes, discussions, projects) that best suit the learning objectives and the learner’s needs. This diversity allows for a more comprehensive understanding of student learning.

Step 3: Implement the Assessment

Carry out the chosen formative assessment during the instructional process. This could be through live quizzes, interactive discussions, peer reviews, or individual reflections. The key is to integrate these assessments seamlessly into the learning activities.

Step 4: Analyze Learner Responses

Review the information gathered from the assessment to identify patterns, strengths, and areas for improvement. This analysis provides insights into each student’s understanding and progress.

Step 5: Provide Feedback

Offer timely and constructive feedback to students based on their performance. Effective feedback is specific, actionable, and focused on growth, helping students understand what they did well and where they can improve.

Step 6: Adjust Instruction

Based on the feedback and analysis, adapt your teaching strategies to address the identified learning gaps or challenges. This might involve revisiting specific topics, introducing new resources, or modifying learning activities to suit students’ needs better.

Step 7: Reflect on the Process

Finally, reflect on the effectiveness of the formative assessment process itself. Consider what worked well and what could be improved in future iterations. This reflection helps refine the assessment process, making it more effective over time.

Throughout this process, the emphasis is on fostering an environment of continuous learning and improvement. By actively engaging in each step, educators can create a responsive classroom atmosphere that supports every student’s growth and achievement.

Strategies for Effective Formative Assessments

To maximize the benefits of formative assessments, educators need to apply strategies that make the feedback loop as effective and seamless as possible. Here’s how to ensure formative assessments contribute positively to both teaching and learning:

Embed Assessments in Everyday Learning

Make formative assessments a natural extension of classroom activities. After a science experiment, for instance, ask students to predict the outcome based on the theory they’ve learned. This not only assesses their understanding but also encourages critical thinking.

Embrace Technology for Interactive Learning

Modern tools have revolutionized the way we assess and engage with students. ProProfs Quiz Maker , for example, offers an intuitive platform for creating quizzes that are both fun and educational.

You can create educational quizzes that provide instant feedback, helping students identify areas of strength and those needing improvement, all within an interactive format that captures their interest.

Foster a Culture of Peer Feedback

Implement structured peer review sessions where students can offer constructive feedback on each other’s presentations or essays. This strategy not only diversifies the sources of feedback but also helps students develop a critical eye for their work and that of their peers.

Encourage Reflective Practices

Guide students in reflecting on their learning experiences and outcomes. A reflective journal entry after completing a group project can provide insights into what they learned, the challenges they faced, and how they overcame them, fostering a deeper understanding of the learning process.

Connect Learning to Real-world Applications

Design assessments that require students to apply classroom knowledge to solve real-world problems. For instance, in a geography class, students could analyze the impact of climate change on their local community, encouraging them to connect theory with practical, observable phenomena.

Leverage Exit Tickets for Immediate Insights

At the end of a lesson, a simple question related to the day’s topic can serve as an exit ticket. This strategy offers quick insights into students’ understanding and retention, informing future instructional decisions.

Implementing these strategies can make formative assessments a powerful tool for enhancing student learning, providing educators with the flexibility to meet each student’s needs while fostering a supportive and inclusive classroom environment.

What Are the Benefits of a Formative Assessment?

Formative assessments offer a wealth of benefits that significantly contribute to both teaching efficacy and student learning outcomes.

By integrating formative assessments into the educational process, educators and students can experience a more engaged, reflective, and practical learning journey. Here are some of the key benefits:

Enhanced Learning and Understanding

Formative assessments help students consolidate their learning by actively engaging with the material. This continuous engagement promotes deeper understanding and retention of the content.

Watch: How Luc Viatour Transformed Education for 1500+ Daily Learners

Immediate Feedback for Quick Adjustments

The real-time feedback provided through formative assessments allows students to identify their strengths and areas for improvement promptly. This immediacy enables quick corrective actions, fostering a more dynamic and responsive learning environment.

Personalized Learning Experiences

Formative assessments identify individual learning needs, enabling educators to tailor their teaching strategies and resources. This personalization ensures that all students receive the support and challenge they need to progress.

Increased Student Motivation and Engagement

Active involvement in the learning process increases students’ motivation and engagement. Formative assessments encourage students to take ownership of their learning, leading to higher levels of participation and interest.

Development of Critical Thinking and Skills

Through activities like peer reviews and self-assessments, students develop essential skills, including critical thinking, self-reflection, and the ability to receive and apply feedback constructively.

Support for a Growth Mindset

Formative assessments emphasize growth and improvement over grades, helping to cultivate a growth mindset among students. This perspective encourages learners to view challenges as opportunities to learn and grow rather than as failures.

Improved Teacher-Student Relationships

The continuous interaction and feedback loop foster closer relationships between teachers and students. This rapport builds a supportive classroom atmosphere where students feel valued and understood.

Data-Driven Instructional Decisions

Insights from formative assessments give educators a clear view of student understanding, enabling precise, data-driven adjustments to teaching. This targeted approach ensures lessons meet students’ exact needs, optimizing learning outcomes.

Reduction of Test Anxiety

Integrating formative assessments throughout the learning journey shifts the focus from high-stakes evaluation to ongoing improvement, significantly easing test-related stress. This frequent, low-pressure feedback mechanism familiarizes students with the assessment process, building their confidence and diminishing anxiety over time.

Preparation for Summative Assessments

Regular formative assessments prepare students for summative assessments by ensuring they understand the material and can apply their knowledge effectively. This preparation can lead to better performance on final exams and standardized tests.

Watch: How DMS Boosted Student Scores

How to Create a Formative Assessment Quiz

If you’re using an intuitive quiz tool, such as ProProfs Quiz Maker, the process for creating a quiz is quite straightforward. Here’s how to create a formative assessment quiz in five quick and easy steps:

Step 1: Click “ Create a Quiz ” on your dashboard.

Step 2: Pick a ready-to-use quiz, create a quiz with AI , or build it from scratch.

Step 3: Add/edit the quiz title, description & cover image.

Step 4: Add/edit questions.

Employ a variety of question formats to explore diverse knowledge and skill areas, guaranteeing a thorough examination of the topic at hand.

ProProfs provides an array of question styles, including multiple-choice, fill-in-the-blanks, drag & drop, hotspot, and audio/video responses, facilitating a detailed assessment of learners’ comprehension.

Watch: 15+ Question Types for Online Learning & Assessment

You can add new questions by:

importing them from 1,000,000+ ready-to-use questions
using ProProfs AI to generate questions instantly
creating them by yourself

You can add images, videos, audio clips, and docs to your quiz.

You can also automate the grading of your quizzes to save time and effort, which you can invest in providing individualized support to your learners.

Watch: How to Automate Quiz Scoring & Grading

You also have the option to offer explanations for answers immediately after a question is answered in the quiz. This instant feedback not only supports the learning process but also enables students to recognize areas requiring improvement.

Step 5: Configure settings.

You can implement several security and anti-cheating measures , including:

Setting your quiz to be private and secured with a password
Randomizing the sequence of questions and/or answer choices
Developing a question pool and drawing a random selection of questions for each participant
Overseeing the quiz through screen sharing, webcam, and microphone monitoring
Preventing tab switching, printing, copying, downloading, and repeated attempts

Watch: How to Customize & Configure Your Quiz Settings

You can also change the quiz’s appearance by adjusting the background, colors, fonts, and button text. Plus, you can set the quiz to appear in the participant’s native language.

That’s it. Your formative assessment quiz is ready.

Analyzing the Results

After administering a formative assessment, ProProfs Quiz Maker delivers in-depth analytics that paints a complete picture of every student’s learning progress and overall class performance. This data is essential for modifying instructional strategies to better align with students’ learning needs.

Apply this insightful feedback to adjust your teaching plans, focusing on clarifying common misconceptions and bolstering areas where students show weaknesses.

Enhance Classroom Dynamics With Formative Assessments

In conclusion, formative assessments are the core of an adaptive and responsive teaching strategy. They offer a clear window into student progress and areas for growth. This approach aligns instruction closely with student needs, significantly enhancing learning outcomes.

By incorporating tools like ProProfs Quiz Maker, educators can design engaging and insightful assessments that contribute to a tailored learning experience.

Start elevating your teaching approach by trying out ProProfs Quiz Maker through a free trial or requesting a demonstration today.

Frequently Asked Questions

What are formative and summative assessments?

Formative assessments are tools teachers use during the learning process to see how students are doing and to adjust their teaching methods. Summative assessments happen at the end of a learning period, like a final exam, to measure what students have learned overall.

Are quizzes summative or formative?

Quizzes can act as both formative and summative assessments. As formative assessments, quizzes are used throughout the learning process to guide both teaching and learning. As summative assessments, quizzes evaluate students’ final understanding at the end of a unit or semester.

Is a worksheet a formative assessment?

Worksheets can serve as formative assessments when used to monitor students’ understanding and inform future teaching strategies. They become practical tools for ongoing learning and adaptation in the classroom, emphasizing feedback over final grades.

About the author

Michael Laithangbam

Michael Laithangbam is the senior writer & editor at ProProfs with 12 years of experience in enterprise software and eLearning. Michael's expertise encompasses online training, web-based learning, quizzes & assessments, LMS, and more. Michael’s work has been published in G2, Software Advice, Capterra, and eLearning Industry.

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Assessment | Career and Technical Education (CTE) | Curriculum Development | Classroom Planning

Formative vs. Summative Assessments: What's the Difference?

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March 19th, 2024 | 8 min. read

Formative vs. Summative Assessments: What's the Difference?

Brad Hummel

Coming from a family of educators, Brad knows both the joys and challenges of teaching well. Through his own teaching background, he’s experienced both firsthand. As a writer for iCEV, Brad’s goal is to help teachers empower their students by listening to educators’ concerns and creating content that answers their most pressing questions about career and technical education.

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Whether you’re an administrator, supervisor, or teacher, you’ve heard of formative assessments and summative assessments . They're both essential parts of any curriculum map . But what do these terms actually mean?

In a nutshell, formative assessments are quizzes and tests that evaluate how someone is learning material throughout a course .

Summative assessments are quizzes and tests that evaluate how much someone has learned throughout a course .

In the classroom, that means formative assessments take place during a course, while summative assessments are the final evaluations at the course’s end.

That's the simple answer, but there's actually a lot more that makes formative and summative assessments different. To fully understand formative vs. summative assessments, you'll need to understand the details of these two important forms of assessment.

In this article, we'll take a closer look at formative and summative quizzing and assessing. When you've finished reading, you'll understand how to better test student knowledge in your classroom.

What Are Formative Assessments?

Formative assessments are evaluations of someone’s learning progress in a classroom.

Common formative assessments include:

Presentations
Group activities

Formative assessments work great when they’re used on a regular basis. That regularity could be based on a calendar (every Monday, every Thursday, etc.) or your lesson plans (every unit).

They’re also more flexible than summative assessments. You don’t always have to use pencil and paper to get a feel for your students’ progress. Instead, you can use in-class games, group presentations, and hands-on activities to evaluate student progress.

Ultimately, the formative assessments you use are up to you. After all, no one knows your classes better than you. So if you’d prefer to get an overview of how well your students are learning, you can use a group-style assessment like a game. If you want to know where each student struggles, you can use an individual assessment like a quiz.

This flexibility is perfect for keeping students engaged in your class. It lets you stick to a syllabus while mixing up the exact task each student has to perform. That way, you don’t fall into a predictable routine of teach-test-teach-test. Instead, you have a varied routine of teach-game-quiz-teach-presentation-project or another interesting format.

By the time your course ends, you’ll have a full understanding of how students are learning as you teach a subject. Then, you can keep all of your grades to look for patterns among different class sections.

Is there an area where students seem to do worse than others? Could you adjust a lesson and shoot for better results?

Naturally, you’ll never get a class that’s straight A’s from top to bottom. But you can still design your classroom assessments to work for as many students as possible!

Top 3 Formative Assessment Examples

Formative assessments are excellent opportunities to let your students flex their creative muscles.

Even if a student isn’t much of a writer or artist, they can still have a little fun with these assessments.

1. Make an Advertisement

Have your students create an advertisement for a concept they just learned. Use visuals and text to really sell an idea.

This makes students apply what they’ve learned into a creative exercise, which helps with long-term retention.

2. Idea Comparisons

Instruct students to lay out the main ideas of a new concept they learned. Then, have them compare that concept to another to see where they agree and disagree.

In addition to helping students remember these concepts, this exercise makes them apply previous knowledge to a new format so they can remember it better in the future.

3. Misconceptions

After you introduce a concept to students, introduce a popular misconception about it. Have students discuss why the misconception is false and where it may have started.

This exercise makes students think critically about what they’ve just learned while showing them how to debunk misinformation.

How Do You Track Formative Assessments?

You can track formative assessments in one of three ways: by grade, by feel, and with student data .

Let's take a closer look at using each of these methods to monitor student progress.

Track by Grade

First, you can track them by grade . This gives you a specific, concentrated view of how a student (or group of students) learns. However, graded assessments are sources of stress for many students. So if you want to make a unit fun or loose, graded assessments may not work well for you.

Track by Feel

Second, you can track them by feel . This is more based on your teacher instinct, allowing you to pick which students need additional support based on your observation. On the downside, you can’t “show” this information to your administrators. If you have certain standards to meet throughout a marking period, you won’t be able to prove you’ve fulfilled those standards without grades.

Track with Student Data

Finally, you can track formative assessments with student data . This is non-graded information that may reflect how your students are learning, such as questions they've frequently answered incorrectly or subject areas where they've had trouble. After all, not everything has to be a grade!

When you have a comprehensive data management system in place, tracking with student data can be the most effective way to measure student progress.

With all of that said and done, let’s next consider summative assessments.

What Are Summative Assessments?

Summative assessments are evaluations of what someone has learned throughout a course.

Common summative assessments include:

Final exams
End-of-class projects

Summative assessments almost always take place at the end of a course unless a teacher decides to break a course into more manageable chunks. They’re often cumulative, and they’re used to evaluate a student’s long-term information retention.

In summative assessments like final exams , you can include questions from the first week or two of a course to ensure students retained introductory information. In other assessments like papers, your students can pull from a full marking period of learning to apply to a topic.

Either way, your students have to do some serious reflecting and critical thinking to bring together the information from an entire course.

This is a great way to ensure students retain essential information from one course to another. So if you teach introductory courses, summative assessments are perfect to set students up for success in their next classes.

That’s important because a student’s success in your classroom is just one step for them. When you prepare them for the next step, you make it easier for them to succeed in the future as well.

In that way, summative assessments serve two purposes:

First , they evaluate what someone learned while they’ve been in your class.

Second , they evaluate how prepared someone is to go to the next academic level.

Combined with the rest of a student’s performance in class, summative quizzing and assessments are excellent ways to gauge progress while ensuring long-term information retention.

Top 3 Summative Assessment Examples

Summative assessments are traditionally more structured and standardized than formative assessments.

Still, you have a few options to shake things up that go beyond a pen-and-paper test.

1. In-depth reports

Instruct students to choose a topic that resonated with them in class and report in-depth on it. This is a great opportunity for students to take an idea and run with it under your supervision.

These reports often showcase a student’s interest, and you’ll be able to evaluate a student’s engagement level in the class by how they approach the report.

The goal is a passionate, intelligent, and comprehensive examination of a concept that matters to a student.

2. Cumulative, individual projects

Have your students pick a project to complete. This project should somehow reflect what they’ve learned throughout the course.

Projects are great for any practical application class from health science to physics. Creating a cross-section of the human heart, designing a diet, or creating a protective egg-drop vessel are all fun ways students can show off their knowledge of a topic.

3. Personal evaluation papers

Require students to apply principles from your class to their personal lives. These papers are excellent fits for psychology, nutrition, finance, business, and other theory-based classes.

In a nutshell, personal evaluations let students look at themselves through a different lens while exploring the nuances of the principles they learned in class. Plus, it lets students do something everyone loves — talk about themselves!

Now that you have a few ideas on summative assessments, how can you track their success?

How Do You Track Summative Assessments?

While everyone has their own ideas on this topic, grades are the best way to evaluate someone’s success with a summative assessment.

How you grade is ultimately up to you. Presentations are great ways to grade someone based on a number of factors, including soft skills like public speaking. Written exams or project-based assessments are ideal to see a student’s full-scope understand of your class after a marking period.

Whatever you choose, stick to a consistent grading scale so you can identify your own strengths and weaknesses in the classroom as students complete your course.

What’s More Important: Formative or Summative Assessments?

Many new teachers have this question — are formative or summative assessments more important?

In a perfect world, they’re equally important. Formative assessments let students show that they’re learning, and summative assessments let them show what they’ve learned.

But American public education values summative assessments over formative assessments. Standardized tests — like the SATs — are great examples of high-value summative assessments.

It’s rare to find the same emphasis on formative quizzing and assessments. That’s because formative assessments act like milestones while summative assessments show the bottom line.

We encourage teachers to look at these assessments as two sides of the same coin. Formative and summative assessments work together flawlessly when implemented properly.

With all of that in mind, you only have one question left to answer. How are you going to add these assessments to your curriculum ?

Use Formative and Summative Assessments and Meet Your Challenges

As a teacher, you’ll likely need to employ both summative and formative assessments in your curriculum. An effective balance of these assessments will help you understand your students’ needs while meeting your standards.

However, CTE teachers face challenges in the classroom each day that sometimes get in the way of connecting with students and preparing them for these assessments.

If you want to feel less overwhelmed and spend more time helping your students succeed, download your free guide . You’ll learn about five of the most significant challenges teachers face and how you can overcome them.

Top 21 Formative Assessment Examples for Teachers That Are Fun and Fast

Written by Marcus Guido

Teaching Strategies

Every educator wants to improve their instruction and student learning, but it’s challenging while teaching a class or unit.

A student completing a formative assessment in class.

1. Prodigy Math and Prodigy English
2. Four corners
3. Three summaries
4. Hand it in, pass it out
5. Self-evaluation
6. Partner quiz
7. Highlighter
8. Transfer the concept
9. Think-pair-share
11. Stop and go
12. Virtual classroom
13. Illustrations
14. Letters through time
15. Entry and exit tickets
16. Two roses and a thorn
17. Countdown
18. One-minute papers
19. Metacognition sheet
20. Roll the die
21. Clickers in the classroom

Educators want to improve their instruction to elevate student learning and understanding.

But it can be challenging to teach a lesson or unit that ensures you're reaching a variety of comprehension levels.

This is when formative assessments come into play.

You can use these evaluations to gather information about student needs, progress and comprehension, informing how you teach a skill or topic while doing so.

But to be effective and efficient, formative assessments should align with the content you’re covering and your students’ learning styles .

For example, if your students don’t hesitate to ask questions and share opinions, an assessment rooted in open discussion may be appropriate. It might not work for a reserved group.

Find formative assessment ideas that are best for your students and teaching style

These examples of formative assessments can easily be integrated into your lesson plans. They can also be set up at the end of class without much prep needed as traditional testing. Plus, get a downloadable PDF to keep at your desk for quick reference at the end of the list!

Keep making the most of one-to-one device use by using Prodigy to gauge students’ math or English skills . Covering over 1,500 math skills from 1st grade to 8th grade level, Prodigy makes assessments fun and effortless to deliver.

When they start the curriculum-aligned online game, they dive into a diagnostic test that identifies their strengths and skill deficits to pinpoint their levels of understanding. You can then deliver individualized in-game assignments, which generate progress and performance reports.

With these formative assessment features, it’s worthwhile to try Prodigy's free teacher tools. See how to use Prodigy for formative assessments!

Level up your assessments with Prodigy

Prodigy's engaging assessments can help you effectively address the diverse comprehension levels in your classroom. With features like Placement Tests, Assignments, and Standardized Test Preparation, Prodigy makes it easy to tailor assessments to individual student needs. Simply set the content or students you want to evaluate, have them play Prodigy and once they're done, you'll get automatically graded data and insights in your dashboard.

And the best bit? It's fun for students!

Encourage physical activity while gauging general student comprehension through this aptly-named exercise. To plan, put a list of multiple choice questions together. Each should have four answers.

Gather students in the middle of the room, reading each question and its possible answers aloud. Students then move to the corner that represents what they believe is the correct answer. For example, the top-left room corner can be option A , the bottom-left can be B and so on.

Depending on how students move, you should gain an understanding of class comprehension.

While this can be a fun activity, be mindful of students following or choosing the same corner as their friends. Consider following up with another formative assessment type to best gauge their comprehension.

A teacher offers advice to a pair of students working together to complete a question.

Challenge students to think critically by giving them this processing and review activity.

To check their understanding of a new idea, concept or content piece, ask them to write three summaries. The first should be 10 to 15 words. The second is 30 to 50 words. The third is 75 to 100 words.

By asking students to vary the lengths of their summaries, they’ll have to remember different details as they refine their understandings .

After, collect the summaries to see where knowledge gaps are.

Run this short exercise to build topic comprehension.

It starts by posing a question with an objective answer that’s explainable in a few sentences. Without writing their names down, students should answer the question on plain sheets of paper.

As they hand the papers in to you, quickly distribute them back to students at random. Explain what the correct answer is, so that they can grade the paper they’ve received. In doing so, they’ll improve their understanding of the topic.

Conclude the exercise by taking a poll to measure how many papers had the right response.

Allow students to evaluate their own work, encouraging them to learn their own strengths and weaknesses.

Giving students time to formally review their own written assessments is an easy way of doing so. After completing the assessment, give each student access to an expanded rubric that details expectations. They should grade themselves accordingly.

You can also ask them to hand in their completed rubrics, letting you note concerns that students may have about their own knowledge and comprehension.

Develop peer teaching skills in your class by running partner quizzes, which also allow students to assess themselves.

To launch a partner quiz, pair students together and provide an open question to tackle. As they work to solve it, encourage them to give each other corrective feedback — identifying mistakes and explaining how to reach proper solutions.

Once the pair has answered the question, each student can independently work on a question related to the same concept.

You can collect responses to wrap up the exercise.

Assess student understanding of a text-based resource through this solo and small-group exercise.

Each student should read the same written passage or resource, highlighting sentences that stick out as important or interesting. Once everyone is done, divide the class into groups of three or four.

Within their group, each student must share the sentences he or she highlighted. Each group should be able to pinpoint the text’s main idea or theme in doing so, submitting an explanation so you can determine general comprehension levels.

Help students grasp a new concept by having them apply it to a different area.

Let’s say you’ve recently taught how to identify protagonists and antagonists in novels. After determining students have a strong command of the concept, watch a clip from a show, movie or perhaps shorter media such as advertisements.

Individually, have them write down who the protagonists and antagonists are to ensure their understanding isn’t confined to one medium .

$what is a formative assessment assignment$

Oversee a think-pair-share exercise to deliver three content-processing activities in one , easily assessing student understanding during the last stage.

As the name of this differentiated instruction strategy implies, start by asking each student to think about a specific topic or answer a given question. Next, pair students together to discuss their findings.

Finally, each pair should share their thoughts with the class and accept questions from classmates.

Launch a jigsaw activity to teach accountability to each student while checking for understanding of a specific topic.

A mainstay part of cooperative learning , the method consists of dividing a task into subtasks and assigning one to each student in a small group. Group members then work to become “experts” about the information within their subtasks.

For example, if the group is investigating multiplication, one group member may be in charge of learning more about the multiplication of negative integers. Each student returns to their group after this investigation process, sharing new knowledge.

For assessment purposes, you can require each group to write a short report about the overarching topic you assigned.

Allow students to give you real-time feedback as you teach with “stop and go” cards.

Purchasable or assignable as an art task, they’re two-sided cards — one green and one red. As you deliver a lesson, students should hold the green side toward you if they understand everything.

If something’s unclear, encourage them to turn the red side forward. When you see red, stop and clarify — or expand upon — your points until you see green again.

This should help you quickly assess if students are processing content as you deliver it.

If you’re teaching virtually or have access to one-to-one devices in your classroom, these formative assessment tools can help you ask students questions interactively, while teaching!

Capitalize on one-to-one device use, if possible, by automatically sending questions to students as you’re teaching.

With online platforms or apps such as Socrative , Google Forms and Kahoot! , you can write questions that correspond with your lessons, pre-scheduling them or sending them to students on-the-spot.

Because they quickly and privately respond using devices, you shouldn’t have trouble eliciting answers from those who don’t typically raise their hands.

And since you can send questions at any time using these platforms, they work for quizzes, activities, entry and exit slips and many other forms of formative assessments.

Assess young students’ reading comprehension, or listening, skills by delivering this interdisciplinary formative assessment.

The activity, Illustrations , starts by either reading a story passage out loud or having students read it individually. Irrespective of who reads, each student must draw the content depicted in the passage.

If the passage already has an accompanying illustration, you can show it to students afterward. This way, they can see how close they were.

Organize this creative writing assignment to gauge comprehension in history class.

Students assume the role of a specific historical figure, relevant to course content, and pair with a classmate from the same setting.

Each student in the duo must write a series of letters to one another. These letters should discuss an event or isolated time period that’s historically significant.

As well as acting as a formative assessment, the exercise can effectively prepare students for essays, reports, long-answer tests and other summative assessments.

Gather information about how well students processed your most recent lesson by giving them five minutes to write an entry or exit ticket.

As a formative assessment, entry tickets should ask students to reflect on a specific class or exercise from the previous day. Exit tickets should involve students summarizing what they’ve just learned.

Either way, you’ll receive small products that let you easily see how well students processed and retained key content, indicating knowledge gaps.

You can even use Prodigy assignments as entry or exit tickets , by assigning students specific skills and receiving real-time data to determine student understanding.

Determine content for your next class by concluding a lesson, presentation or chapter reading with two Roses and a Thorn -- a quick-to-deliver type of exit ticket and reflection exercise.

Each student must note two topics or concepts he or she enjoyed learning about, and another they didn’t like or still have questions about. They must hand in their responses before leaving class.

If students share the same difficulties or dislikes, it may indicate a need to re-explore a topic or shift your approach to teaching it.

Deliver this activity if Two Roses and a Thorn doesn’t provide enough insight, or you feel your students need a deeper exercise.

Best used to end the day, Countdown requires students to create three distinct lists.

They must state and explain (a) three ideas or concepts they learned, (b) two ideas or concepts that surprised them and (c) one thing they intend to start doing based on what they learned.

Collective responses should indicate if students generally grasped a day’s material.

Inject variety into your end-of-day reflection exercises by asking students to complete one-minute papers.

A solo writing task, you don’t have to take one-minute papers literally. Students can have a bit more time as they work to answer a brief question about the lesson.

It should be an open question, which allows you to easily assess understanding.

For example, you can ask students about (a) the lesson’s confusing areas, (b) any unaddressed queries they have or (c) what question from the lesson they think may appear on an upcoming test.

Pinpoint trouble spots and knowledge gaps before a summative assessment by having students answer specific questions about the given topic.

This starts by distributing sheets of paper with the following questions: (a) “Can you summarize the topic?”, (b) “How can you apply the topic?” and (c) “What questions do you still have about the topic?”

Encouraging detailed answers should help you identify which students are struggling, and what their specific struggles are.

$what is a formative assessment assignment$

Put a spin on reflection-based assessments by asking students to vocalize instead of write them, quickly taking notes as they speak.

To end class, start the activity by placing a die at each student’s desk. Each die face represents the beginning of a sentence that must be completed.

Displaying or projecting them at the front of class, these sentences should be along the lines of: “I learned today that …” or “I’m still confused about …”

Since there are six options and likely many more students in your class, you’ll hear a range of answers as students roll dice one after another, completing the corresponding sentences aloud.

As a result, you should get a grasp of what students do and don’t understand about the day’s lessons.

Clickers, also known as student response systems, are small, handheld devices that let students answer to questions in real-time. This is an interactive formative assessment strategy that can provide instant feedback on student comprehension and help you adjust your teaching accordingly.

To begin, prepare a set of multiple-choice or true/false questions on the content you're teaching. As you present each question, give the students a short period of time to use their clickers to submit their answers. The response system then collates the responses and displays the results, giving you a clear view of the overall understanding of the class.

Using clickers in the classroom can be especially useful at engaging students who may be hesitant or nervous to participate in open discussions or answer questions aloud. It also offers a quick and efficient way to understand individual student and class comprehension, ensuring you're meeting the needs of all learners.

Wrapping up

These formative assessment activities differ, but all deliver the same underlying benefits.

Students should grow cognizant of their learning needs, styles, strengths and areas of improvement. You should improve your general understanding of student learning, and identify problem areas to address before summative assessments .

As a likely result, they’ll be better equipped to self-assess and you’ll deliver more engaging, targeted lessons.

Or create your teacher account on Prodigy — an engaging game-based learning platform that assesses student progress and performance as they play.

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Five Tips for Quick Formative Assessment

The first two weeks of school are busy. You’re getting into the back-to-school mindset, building classroom community, practicing classroom routines and so much more. You’re also working to understand where students are in their learning and how to facilitate individual growth. Formative assessment is a critical way to monitor student learning – especially at the beginning of the school year – and to provide ongoing feedback throughout the rest of the year.

Are you curious how to use formative assessment to shape the direction and development of learners? Here are our tips for incorporating quick, effective formative strategies in the first two weeks of school and beyond:

1. Use checks for understanding.

Checking for student understanding is essential to formative assessment. There are a variety of ways to check for understanding to gather evidence of student learning, such as:

Summaries and reflections: Students stop and reflect on what they’ve learned. Summaries and reflections can be written or verbal. They require students to use content-specific language.
Lists, charts and graphic organizers: Students can organize information in order to make connections and record relationships among ideas or concepts.
Visual representations: Students explain what they’ve learned with drawings and pictures. Visual representations are helpful for accommodating different learning styles, needs and preferences.
Exit tickets: Students respond to a question, solve a problem or summarize their understanding on an exit ticket after a lesson or activity. You can read these in a few minutes to readily sort students into groups (e.g., skill not mastered, ready to apply or ready to move forward).

2. Facilitate student conversations.

Provide students with opportunities to work together and share what they’ve learned with peers. During a lesson, you can pair students based on level of mastery. As students work together, they can provide feedback and support each other. You can circulate the room to monitor conversations and provide in-the-moment feedback to students while they work.

3. Keep track of data.

When you use formative assessments, keep track of the data you collect. An easy way to observe and assess student growth is by walking around your room with a clipboard and sticky notes/paper. Jot down when you notice that a student acquires a new skill or when another student struggles. Keep track of these notes – maybe in a folder for each child. Then, use this data to inform 1:1, small group or whole class instruction.

4. Provide quick, meaningful feedback.

Using your organized data, give students learning-focused feedback and time to practice using it. Doing so will allow students to move forward in their learning. Note: Feedback can come from various sources. Teachers provide feedback, peers provide feedback and learners are taught to self-assess and generate their own feedback.

5. Empower kids to set and monitor goals.

Formative assessment will be more successful if students are engaged and invested in learning. Allow students the opportunity to create and monitor their own learning goals. Goal-setting helps kids be more open to feedback, and it builds a culture of learning where students support themselves and their peers.

F ormative assessment is the key to academic growth all year long, as it allows students to elicit evidence of learning. Therefore, it’s important to plan effective classroom activities that allow students to demonstrate their understanding. Educators can u se that information to provide feedback that moves students forward in their learning .

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DOI: 10.1021/acs.jchemed.4c00308
Corpus ID: 271521945

Paired Online Laboratory Assessments: Formative Engagement and Summative Attainment

E. Coyte , Roy B Lowry
Published in Journal of Chemical Education 27 July 2024
Chemistry, Education

16 References

Investigating student intrinsic motivation trends over one semester in an online general chemistry ii course, smart worksheets and their positive impact on a second-year chemical kinetics course, staff goals, challenges, and use of student inquiry in undergraduate bioscience teaching laboratories, let them choose: optional assignments and online learning patterns as predictors of success in online general chemistry courses, effects of the covid-19 pandemic on student engagement in a general chemistry course, unique data sets and bespoke laboratory videos: teaching and assessing of experimental methods and data analysis in a pandemic, using an inclusive curriculum framework to address an awarding gap in a first-year chemistry module, use of formative feedback to enhance summative performance, student engagement declines in stem undergraduates during covid-19–driven remote learning, analyzing chemistry teachers’ formative assessment practices using formative assessment portfolio chapters, related papers.

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KS3 Science Curriculum FORMATIVE ASSESSMENTS Extended Writing Tasks

Subject: Biology

Age range: 11-14

Resource type: Unit of work

Last updated

26 July 2024

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KS3 Science Entire Curriculum * FORMATIVE ASSESSMENTS* Extended Writing Tasks

This includes 21 differentiated extended writing task assessment and model answers that cover the whole national curriculum and prepare students for AQA GCSE. The names of the units are available on the overview document but you will only be able to view some examples. All documents are editable on word.

Tasks are designed to be planned and then written in an hours lesson. When using these we give students a mark out of 10 and an effort grade.

Each content unit includes:

A starter slide
The task with success criteria and keywords
A printable slide for students to stick in books
A structure strip - DIFFERENTIATION
Sentence you can steal - these focus on difficult concepts or linking
A move on task - for those students that have finished
A model answer - can be used for self or teacher assessment

Other Resources that go alongside these:

Our Entire KS3 curriculum maps KS3 topic assessments and answers

If you like our resources, please leave a review! St Bede’s Science Dept x

We also have lessons planned for each unit as well as homework banks, if you purchase the maps or any bundle and leave your email address in a review I can send these over to you!

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KS3 SCIENCE Curriculum WHOLE SCHEME OF WORK CURRICULUM

I would love for your to read our profile description to understand how much work has gone in to this scheme of work. We have been using this scheme of work for 1 full academic year and we love it! It has everything you need to run a scheme of work (with the three Is) and prepare your students for GCSE. The Bundle Includes: 1. Topic Maps - This includes a map for each topic and skills unit at KS3 with KS2 links, keywords, possible extensions, maths/skills links. Each individual lesson has outcomes and a clear progression. 2. Topic Assessments/Quizzes - Each unit has a 30 mark quiz planned to match what is taught and what they need to progress. There is an easy to read answer sheet that can be used by pupils or teachers. 3. Formative Assessment/Extended Writing Tasks - Each unit has an extended response questions designed to be planned and written in an hours lesson. This is a highly differentiated resort that can be used with all sets. There are printable success criteria, structure strips and hint sentences. As well as this there are starter slides and model answers making it a fully planned, ready to go lesson. If you purchase this bundle and leave your email address in a review, I am able to send you all of the planned lessons and homework banks that match this scheme of work. We hope you love our resources, please leave a review!

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What Is Formative Assessment and How Should Teachers Use It?
"Formative assessment is a critical tool for educators looking to unlock in-depth information on student learning in a world of change. Rather than focusing on a specific test, formative assessment focuses on practices teachers undertake during learning that provide information on student progress toward learning outcomes."
14 Examples of Formative Assessment [+FAQs]
That's why many teachers are utilizing formative assessments. While formative assessment is not necessarily a new tool, it is becoming increasingly popular amongst K-12 educators across all subject levels. ... while admission tickets can be performed as short homework assignments that are handed in as students arrive to class. One-Minute Papers;
Formative vs Summative Assessment
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include: a midterm exam. a final project. a paper. a senior recital.
Teachers' Essential Guide to Formative Assessment
A formative assessment is a teaching practice—a question, an activity, or an assignment—meant to gain information about student learning. It's formative in that it is intentionally done for the purpose of planning or adjusting future instruction and activities. Like we consider our formative years when we draw conclusions about ourselves, a ...
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Formative Assessment. Formativeassessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are ...
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Formative assessment strategies offer assessment for learning; they provide teachers with the information they need to enhance and track student progress.It is a great starting point to implement differentiation in teaching accurately.. Summative assessment provides an assessment of learning and a measure of student performance.. Summative assessments are more likely to take the form of high ...
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Formative assessment is a collaborative learning process happening "with" students, not "to" students. "Elicit and use evidence of student learning.". Formative assessment processes capture levels of knowledge and skill along the learning journey so teachers and students can make small, immediate, impactful decisions to support well ...
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Formative assessment can be contrasted with summative assessment, which is usually part of an evaluative decision-making process. The table below outlines some of the key differences between formative and summative assessment: ... Implement the assignment/prompt and evaluate a subset or all of the student work according to the measure.
Formative Assessment
Assessment comes in two forms: formative and summative.Formative assessment occurs during the learning process, focuses on improvement (rather than evaluation) and is often informal and low-stakes.. Adjustments in Instruction. Formative assessment allows instructors to gain valuable feedback—what students have learned, how well they can articulate concepts, what problems they can solve.
Formative assessment
Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.The goal of a formative assessment is to monitor ...
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There are 3 types of formative assessment (plus an extra 4th one): Screening Assessments. Diagnostic Assessments. Progress Monitoring Assessments. Informal Assessments (which are really a sub-type of progress monitoring) Which formative assessment type you use depends on what your goal is and who you need to assess.
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The Key To Student Success. Formative assessment, or assessment for learning is widely recognised by teachers and schools as a vital tool for teaching and effective learning. Over the past few decades, it has been subject to extensive research so will not be new to many educators. However, the National Council of Teachers of Mathematics found ...
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3 Examples of Formative Assessment. For a clearer idea of formative assessment, explore these three examples:. Exit tickets are brief assessments given to students at the end of a lesson or class period featuring questions that relate to that day's work. Teachers use exit tickets to gauge student understanding before they leave the class, allowing them to adjust future instruction based on ...
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a summative assessment is an evaluation after the course while a formative. assessment is an evaluation during the learning process. Summative assessments show the bottom line, whereas formative. assessments act like milestones. Summative assessments assign grades, while formative assessments monitor.
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St. Paul American School. There are three broad types of assessments: diagnostic, formative, and summative. These take place throughout the learning process, helping students and teachers gauge learning. Within those three broad categories, you'll find other types of assessment, such as ipsative, norm-referenced, and criterion-referenced.
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Formative assessment tasks usually rely on feedback from both students and the teacher, with learners receiving feedback on performance as soon as possible. Uses of Formative Assessments. As mentioned, one of the primary uses of a formative assessment is to gauge student understanding and identify knowledge gaps that may need extra work.
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Formative assessment is defined as planned classroom practice to elicit evidence of learning minute-to-minute, day-by-day in the classroom along with non-summative assessments that occur while content is still being taught. Both of these can inform teachers of what students know or do not know, and they can help students understand what it is ...
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By definition, formative assessment is the action taken after the assessment to improve student learning. In this way, the data informs instruction. Formative assessments require a process in order to be helpful to students and teachers. Summative assessments also provide important information about student performance, but the results are not ...
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The formative assessment process is a cyclical, interactive approach designed to gauge student understanding, provide feedback, and continuously adapt instruction throughout the learning journey. It's a dynamic framework that supports teaching and enhances learning. Here's a breakdown of the key steps involved:
Formative vs. Summative Assessments: What's the Difference?
Summative assessments are quizzes and tests that evaluate how much someone has learned throughout a course. In the classroom, that means formative assessments take place during a course, while summative assessments are the final evaluations at the course's end. That's the simple answer, but there's actually a lot more that makes formative and ...
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Formative vs Summative Assessment. Summative is what comes to mind when many of us think of assessments and evaluations. Examinations, finals, quizzes, and graded papers are examples of summative assessments that test student knowledge of a given topic or subject. These graded assessments and assignments are often high stakes and are geared ...
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Formative assessments are a method of assessing pupils whilst learning is happening, rather than waiting until the end of a term or topic. This is commonly referred to as assessment for learning or AfL. AfL evaluates the comprehension levels and learning needs of students. It is typically integrated with in-lesson learning.
Top 21 Formative Assessment Examples for Teachers That Are Fun and Fast
These formative assessment activities differ, but all deliver the same underlying benefits. Students should grow cognizant of their learning needs, styles, strengths and areas of improvement. You should improve your general understanding of student learning, and identify problem areas to address before summative assessments .
Five Tips for Quick Formative Assessment
When you use formative assessments, keep track of the data you collect. An easy way to observe and assess student growth is by walking around your room with a clipboard and sticky notes/paper. Jot down when you notice that a student acquires a new skill or when another student struggles. Keep track of these notes - maybe in a folder for each ...
Paired Online Laboratory Assessments: Formative Engagement and
The findings show that staff aim for strong lecture connections, applying taught theory to actively develop students' technical and data handling skills, and value teaching labs as opportunities for authentic contact through hands‐on learning with scientific equipment and human connection with staff and other students.
KS3 Science Curriculum *FORMATIVE ASSESSMENTS* *Extended Writing Tasks
2. Topic Assessments/Quizzes - Each unit has a 30 mark quiz planned to match what is taught and what they need to progress. There is an easy to read answer sheet that can be used by pupils or teachers. 3. Formative Assessment/Extended Writing Tasks - Each unit has an extended response questions designed to be planned and written in an hours lesson.
PE Formative Assessment Brief Hub version (1) (2)
You should include a completed copy of the Assignment Cover sheet. Any submission without this completed Assignment Cover sheet may be considered invalid and not marked. 2. Assessment Brief The required submission for this formative assignment is a 800 words (plus 200-word introduction optional) "Personal Effectiveness Report".
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The DIBELS 8 assessment has been administered to kindergarten, first, second and third graders statewide beginning the same year as the LETRS training. It consists of a set of measures designed to evaluate component skills involved in reading and is taken at the beginning, middle and end of each year to track a student's progress toward ...
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Clinical outcome assessments (COAs) describe or reflect how a person feels, functions, or survives and can be reported by a health care provider, a patient, a non-clinical observer (such as a ...
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Teachers' Essential Guide to Formative Assessment

How can I use formative assessment to plan instruction and help students drive their own learning?

What is formative assessment?

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Formative Assessment

Alphabetical Search

Formative Assessment of Teaching

Formative Assessment

Effectiveness in Teaching

What are some strategies that I might try?

Teaching Portfolios

Teaching Demos or Peer Observation

Student Learning Assessments

Student Surveys or Focus Groups

How might I get started?

References:

Formative Assessment

Adjustments in Instruction

The Problem of Student Over-Confidence

Classroom Assessment Techniques (CATs)

Retrieval Practices Enhance Learning

Academy for Teaching and Learning

Formative Assessment Types Explained & Simplified: How to Make Them Effective AND Easy

What are the Formative Assessment Types? (Assessment FOR Learning!)

Formative Assessment vs. Summative Assessment

Assessment of Learning vs Assessment for Learning: What’s the Difference?

Summative Assessment

Formative Assessment

Formative Assessment Types

1. Screening Assessments:

2. Diagnostic Assessments:

3. Progress Monitoring:

4. Informal Assessments: (a sub-type of progress monitoring)

When do I collect data from formative assessments?

EASY Formative Note-Taking Strategies:

Taking notes while walking around the classroom:

Taking Notes during the middle of a lesson:

What do you take notes on?

Progress Monitoring for Intervention

How do you Progress Monitor?

FREE Tools for Progress Monitoring:

Formal Progress Monitoring Tips

1. Make it quick!

2. Make it simple.

3. Make it targeted.

4. Make it aligned.

5. Make it consistent.

6. Make it recorded.

7. Make it easy.

Informal Assessments (it doesn’t have to be complicated)

Informal Formative Assessment Strategies

WHEN to Give Formative Assessments

DURING a lesson:

AFTER a lesson:

Formal Progress Monitoring:

Formative Assessment Examples: EASY Assessments

Formative Assessment Examples:

FREE Reading Intervention Cheat Sheet

What Is Formative Assessment? The Key To Student Success

What is formative assessment?

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