General Information

WHAT IS THE DEFINITION AND PURPOSE?  Formative assessment is an ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become more self-directed learners.

The purpose of a formative student assessment is to:

1. Clarify learning goals and success criteria within a broader progression of learning.

2. Elicit and analyze evidence of student thinking.

3. Provide actionable feedback.

4. Use evidence and actionable feedback to move student learning forward by adjusting learning strategies, goals or next instructional steps.

5. Monitor student learning relative to learning goals.

6. Monitor progress with respect to specifically targeted interventions. 

WHEN IS THIS ASSESSMENT ADMINISTERED? This assessment is real time and actionable, meaning it can be minute-by-minute, daily, integrated, and/or embedded and ongoing during learning and teaching. It can be planned or unplanned.

WHAT DATA DO THESE ASSESSMENTS PROVIDE? Qualitative and/or quantitative data-evidence of student thinking that identifies students’ current learning status relative to learning goals.

WHAT ARE EXAMPLES OF THESE ASSESSMENTS? Examples of teacher-led formative assessment include, but are not limited to: Exit ticket, written/computer-based quiz (such as SchoolCity), whiteboard check, write a summary/journal entry, 3-2-1, signaling (e.g. thumbs up/down to respond to true/false question), student-to-student discussion, teacher feedback specific to success criteria, MathSpace, Albert I.O., Read 180, System 44. 

Additionally, CUSD provides staff resources, which can be accessed by clicking on the link below (must be logged into the CUSD website).

• Formative Assessment - Staff Resource Page