Formative assessment
The purpose of formative assessment (a.k.a. formative action, formative evaluation, formative practice, assessment for learning) is to gather and interpret information to use it to improve the teaching process and the learning process of the students. The information shows for instance whether students understood the taught concept or to which extent they have achieved the learning objectives. Based on the information, a teacher can adjust the instructions or guidance, and/or the students can adjust their learning or working activities.
Because it helps to activate students, it is also a good way to engage students, stimulate their self-regulation, and enhance their confidence and self-esteem.
Providing feedback is a central component of formative assessment. But it doesn't always be the teacher or tutor who provides the feedback. Self-assessment and peer feedback can be deployed for formative practice. There are also many ways to provide feedback, e.g. as a teacher, you can put comments on students' work, give feedback orally in a short meeting with an individual or group, or give the feedback plenary in class. For self-assessment students might fill in a checklist. Peer feedback might be done using online tools and rubrics.
Formative assessment is usually integrated into and used during a lesson, unit, or course (in-process). A lot of different formative assessment methods can be used, such as:
- Quizzes and polls. This can be done by way of applying digital tools like Wooclap, but also by way of just letting students raise their hands or show colored cards to show whether they agree, disagree, or have 'no idea'.
- Just asking questions or organizing discussions during a lecture, are formative actions.
- Providing mock tests in Canvas, with - separately - answers or by discussing the answers in class.
- Think-Pair-Share: Students think about a question individually, discuss their thoughts with a partner, and then share ideas or conclusions with a larger group.
- Concept Maps: Students create a concept map for a topic to show their understanding of a topic.
Providing intermediate feedback when students work on their assignment(s), or providing feedback on performances, can also be seen as a formative action. For instance, a simulation setting in which students have to play a certain role in a simulated environment to practice certain skills can be a way of formative practice.
Formative actions for efficiency
Incorporating formative actions takes time during the teaching process, but at the same time, it can save a lot of time when it comes to assessing at the end. For instance, addressing sample questions or giving a knowledge quiz during a lecture can help students see what and how they need to learn and what they have not yet mastered sufficiently. After the exam, fewer students who fail are to be expected (fewer resit participants, less extensive feedback is needed).
Interim feedback on, for instance, a draft of a paper, helps students to get a better idea of the expectations and come up with a better version, which in turn saves a lot of revision work and failing grades at the end.
* Under construction, more will follow. Including suggestions for formative practice, with ideas on how to implement it as efficiently as possible.
For the time being, already some resources:
- Under "Alternative assessments" a list is provided giving an overview of all kinds of assessment methods. A lot of them might also be used for formative purposes.
- Top 10 tips for assessment for learning - Using feedback effectively.
- Toetsing-als-kans-voor-leren-formatief-toetsen-en-evalueren.pdf (Dutch) is actually written for high school teachers, but gives a good notion of what formative assessments implies.
- 22 Simple Assessment Strategies You Can Use Every Day
- Toolkit Formatief toetsen – Platform Leren van Toetsen (Dutch) Based on a formative test cycle, you will find knowledge clips, PowerPoint presentations, articles, and practical tools.