![\"\"](\"http:\/\/cerulepillar.com\/wp-content\/uploads\/2025\/05\/Characteristics-of-formative-assessment-724x1024-1.png\")
<\/figure>\n<\/div>\nFormative Assessment Types<\/h2>\n
Here\u2019s a summary of the main types of formative assessment used in K\u201312 classrooms. The key idea across all types is that formative assessment isn\u2019t about grading but about using feedback to support learning as it happens.<\/p>\n
- \n
- Informal Classroom Interactions<\/strong>: Teachers observe and ask questions during lessons to check understanding on the spot. This includes quick methods like thumbs-up\/down or brief discussions that help adjust instruction immediately.<\/li>\n
- Planned Formative Checks<\/strong>: These are intentional but low-stakes activities such as exit tickets, warm-up questions, short quizzes, or minute papers. They aren\u2019t graded but are used to uncover student understanding and inform future teaching.<\/li>\n
- Feedback through Assignments<\/strong>: Assignments like essays or projects become formative when teachers give detailed feedback (not just grades). The focus is on guiding students to improve and reach learning goals.<\/li>\n
- Peer Assessment<\/strong>: Students evaluate each other\u2019s work based on clear criteria. This helps them understand the content better and fosters collaborative learning through shared feedback.<\/li>\n
- Self-Assessment<\/strong>: Students reflect on their own learning using rubrics or checklists. This builds metacognitive skills, helping them track progress, identify gaps, and set goals.<\/li>\n<\/ol>\n
\n![\"\"](\"data:image\/gif;base64,R0lGODlhAQABAAAAACH5BAEKAAEALAAAAAABAAEAAAICTAEAOw==\")
<\/figure>\n<\/div>\nBenefits of Formative Assessment<\/h2>\n
Here are some of the main benefits of formative assessment in K\u201312 education:<\/p>\n
- \n
- Improves Achievement<\/strong>: Formative assessment has been shown to produce substantial gains in student learning, with effect sizes around 0.4 to 0.7\u2014greater than most other interventions. It helps teachers catch misunderstandings early and tailor instruction accordingly.<\/li>\n
- Reduces Achievement Gaps<\/strong>: Lower-achieving students benefit the most, as they receive timely feedback and support before small issues become big problems. This promotes equity and inclusion.<\/li>\n
- Boosts Motivation<\/strong>: Students feel more in control of their learning. They see assessments as tools for growth, not judgment, which fosters a growth mindset and increases motivation and engagement.<\/li>\n
- Strengthens Teaching<\/strong>: Teachers get continuous, real-time feedback about what students understand. This allows for more responsive, targeted instruction and better planning.<\/li>\n
- Builds Better Relationships<\/strong>: Ongoing assessment promotes dialogue between teachers and students, increasing trust and encouraging students to share confusion or ask for help.<\/li>\n
- Fosters Lifelong Learning Skills<\/strong>: Through repeated self-assessment, goal-setting, and revision, students develop self-regulation, critical reflection, and persistence\u2014skills that go beyond school.<\/li>\n<\/ol>\n
Formative Assessment in Action: The Process<\/h2>\n
Formative assessment isn\u2019t a one-time event, it\u2019s a continuous cycle embedded in daily teaching. It begins with clear goals, followed by regular checks for understanding, timely feedback, and instructional adjustments. <\/p>\n
What matters most is how this process keeps learning active and responsive, with students involved every step of the way. Here is how it unfolds:<\/p>\n
- \n
- Set Clear Learning Goals<\/strong> \u2013 Share objectives and success criteria with students.<\/li>\n
- Elicit Evidence<\/strong> \u2013 Use questioning, observation, or tasks to check understanding.<\/li>\n
- Interpret Results<\/strong> \u2013 Compare student responses to the goals to identify gaps.<\/li>\n
- Give Feedback<\/strong> \u2013 Offer specific, actionable comments focused on improvement.<\/li>\n
- Adjust Instruction<\/strong> \u2013 Reteach, clarify, regroup, or extend learning as needed.<\/li>\n
- Engage Students<\/strong> \u2013 Involve them in self and peer assessment to build ownership.<\/li>\n
- Repeat the Cycle<\/strong> \u2013 Keep using evidence and feedback to move learning forward.<\/li>\n<\/ol>\n
Formative Assessment Tools<\/h2>\n
Here are some of the best tools to use for formative assessment: <\/p>\n
- \n
- Kahoot<\/strong> : A game-based quiz platform that makes learning fun and competitive.<\/li>\n
- Google Forms<\/strong> : A simple tool for creating quizzes and collecting instant feedback.<\/li>\n
- Quizizz<\/strong>: Lets students work through questions at their own pace in a playful format.<\/li>\n
- Quizalize<\/strong>: Provides quizzes with real-time data to help teachers track student progress.<\/li>\n
- Socrative<\/strong>: Offers live quizzes and exit tickets to check understanding in the moment.<\/li>\n
- Edpuzzle<\/strong>: Turns videos into interactive lessons with built-in questions and tracking.<\/li>\n
- Plickers<\/strong> \u2013 Uses paper cards and one device to collect real-time student responses.<\/li>\n
- Quizlet<\/strong>: Supports learning with flashcards, games, and test-style practice modes.<\/li>\n
- Mentimeter<\/strong>: Engages students with live polls, quizzes, and word clouds during lessons.<\/li>\n<\/ul>\n
This poster is available for free download from this link<\/p>\n
\n<\/figure>\n<\/div>\nReferences<\/h2>\n
- \n
- Bell, B. F., & Cowie, B. (2002). Formative assessment and science education (1st ed.). Kluwer Academic. https:\/\/doi.org\/10.1007\/0-306-47227-9<\/li>\n
- Black, P. (1993) Formative and Summative Assessment by Teachers\u2019. Studies in Science Education , 21, 49-97<\/li>\n
- Black, P. and William, D. (1998). Assessment and Classroom Learning. Assessment in Education, 5(1) 7-74.<\/li>\n
- Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139\u2013148<\/li>\n
- Black et al. (2004). Working Inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1), 8\u201321<\/li>\n
- Gipps, C. (1994) Beyond Testing: Towards a Theory of Educational Assessment. London: The Falmer Press<\/li>\n
- Bell, N., & Cowie, B. (2000). Formative assessment and science education. Springer Netherlands.<\/li>\n
- Frey, N., Fisher, D., & Gonzalez, A. (2010). Literacy 2.0: Reading and writing in 21st century classrooms. Solution Tree Press.<\/li>\n
- Heritage, M. (2007). Formative Assessment: What Do Teachers Need to Know and Do? Phi Delta Kappan, 89(2), 140\u2013145<\/li>\n
- Iowa Dept. of Education (adapted from CCSSO). (2013). Formative Assessment \u2013 Strategies and Examples<\/li>\n
- Noonan, B., & Duncan, C. (2005). Peer and Self-Assessment in High Schools. Practical Assessment, Research & Evaluation, 10(17)<\/li>\n
- NSW Government. Peer and self-assessment for students. Peer and self-assessment for students. https:\/\/education.nsw.gov.au\/teaching-and-learning\/professional-learning\/teacher-quality-and-accreditation\/strong-start-great-teachers\/refining-practice\/peer-and-self-assessment-for-students<\/li>\n
- Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119\u2013144<\/li>\n
- Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press<\/li>\n
- Wiliam, D., & Thompson, M. (2007). Integrating Assessment with Instruction: What Will It Take to Make It Work? In The Future of Assessment: Shaping Teaching and Learning (pp. 53\u201382)<\/li>\n<\/ul>\n
The post Formative Assessment: Types and Tools<\/a> appeared first on Educators Technology<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"
Formative assessment plays a central role in effective teaching. It is not something done at the end of instruction, but rather a continuous process woven into the learning itself. As Bell and Cowie (2000) put it, formative assessment \u201cprovides feedback to students (and teachers) about the learning which is occurring, during the teaching and learning, […]<\/p>\n","protected":false},"author":1,"featured_media":1855,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[17],"tags":[],"class_list":["post-1853","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pedagogy"],"_links":{"self":[{"href":"http:\/\/cerulepillar.com\/index.php\/wp-json\/wp\/v2\/posts\/1853","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/cerulepillar.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/cerulepillar.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/cerulepillar.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/cerulepillar.com\/index.php\/wp-json\/wp\/v2\/comments?post=1853"}],"version-history":[{"count":3,"href":"http:\/\/cerulepillar.com\/index.php\/wp-json\/wp\/v2\/posts\/1853\/revisions"}],"predecessor-version":[{"id":1859,"href":"http:\/\/cerulepillar.com\/index.php\/wp-json\/wp\/v2\/posts\/1853\/revisions\/1859"}],"wp:featuredmedia":[{"embeddable":true,"href":"http:\/\/cerulepillar.com\/index.php\/wp-json\/wp\/v2\/media\/1855"}],"wp:attachment":[{"href":"http:\/\/cerulepillar.com\/index.php\/wp-json\/wp\/v2\/media?parent=1853"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/cerulepillar.com\/index.php\/wp-json\/wp\/v2\/categories?post=1853"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/cerulepillar.com\/index.php\/wp-json\/wp\/v2\/tags?post=1853"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- Google Forms<\/strong> : A simple tool for creating quizzes and collecting instant feedback.<\/li>\n
- Elicit Evidence<\/strong> \u2013 Use questioning, observation, or tasks to check understanding.<\/li>\n
- Reduces Achievement Gaps<\/strong>: Lower-achieving students benefit the most, as they receive timely feedback and support before small issues become big problems. This promotes equity and inclusion.<\/li>\n
- Planned Formative Checks<\/strong>: These are intentional but low-stakes activities such as exit tickets, warm-up questions, short quizzes, or minute papers. They aren\u2019t graded but are used to uncover student understanding and inform future teaching.<\/li>\n
![\"\"](\"http:\/\/cerulepillar.com\/wp-content\/uploads\/2025\/05\/formative-assessment-tyoes-1024x660-1.png\")
<\/figure>\n<\/div>\n![\"formative](\"http:\/\/cerulepillar.com\/wp-content\/uploads\/2025\/05\/Formative-assessment-simply-explained-724x1024-1.png\")
<\/figure>\n<\/div>\n