Formative assessment is the process of “frequent, interactive assessments of students’ progress and understanding to identify learning needs and adjust teaching appropriately.” (Looney, 2001, cited in Wiliam, 2011 & Knight, 2013) Why use formative assessment? “Major reviews on the effects of formative assessment indicate that it might be one of the more powerful weapons in a teacher’s arsenal.” (Marzano, 2007) It “provides a way for teachers to dramatically increase engagement”,
“. . . increases students’ belief that they can succeed” and allows “. . .teachers to see their students’ progress.”
(Knight, 2013)

GetREADY for delivery of quality instruction by utilizing the key processes of formative assessment to determine: Where is the learner going? Where is the learner right now? and How will the learner get there or close the gap between the two? (Wiliam, 2011) In addition, consider these 5 key strategies:

•	Clarify, share and understand learning intentions and criteria for success
•	Engineer effective classroom discussions, activities and tasks that elicit evidence of learning
•	Provide feedback that moves learning forward
•	Activate learners as instructional resources for one another
•	Activate learners as owners of their own learning

(Wiliam, 2011)

SET the stage for the formative assessment process, by identifying the activity or task that elicits evidence of learning and provides feedback. To use those assessments effectively, employ the following practices:

•	Ensure that all students respond
•	Develop a group response ritual
•	Ask students to explain their responses
•	Use effective questioning techniques
•	Reinforce students as they respond
•	Read nonverbal cues
•	Create a mistake-friendly culture
•	Consider giving students progress charts

(Knight, 2013)

For more information about the process of formative assessment, including examples and descriptions of formative assessments, GO to:

•	Guiding Students to Self-Assess: A video clip excerpt from the Association of Supervision and Curriculum Development’s (ASCD) PD Online® Course, “Formative Assessment: Deepening Understanding” – Adding self-assessment as part of the formative assessment process gets students to break down and internalize the individual goals or criteria within an assignment
•	What Teachers Really Need to Know about Formative Assessment: The Fundamentals of Formative Assessment (ASCD)
•	22 Easy Formative Assessment Techniques for Measuring Student Learning
•	50 Digital Education Tools and Apps for Formative Assessment Success

Wiliam, D. (2011) Embedding Formative Assessment. Bloomington, IN: Solution Tree Press

References:

Knight, J. (2013) High Impact Instruction: A Framework for Great Teaching. Thousand Oaks, CA: Corwin.

Marzano, R. (2007) The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

This news brief is a collaborative effort of the Virginia Department of Education Training and Technical Assistance Centers at George Mason University and James Madison University. This issue was prepared by the staff of the VDOE TTAC at George Mason University. For questions about content, please contact Judy Stockton at jstockt1@gmu.edu or Karen Berlin at kberlin@gmu.edu or call 703-993-4496.