Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students' self-assessment, reflection and attainment of curricular learning targets/goals.
"Classroom assessments FOR learning" (formative) "informs instructional decisions along the way to success." (Stiggins R. 2006)
"Assessment administered multiple times during a school year, usually outside of instruction, to evaluate students' knowledge and skills relative to specific set of academic goals in order to inform policymaker or educator decisions at the student, classroom, school, or district level. Specific interim assessment designs are driven by the purposes and intended uses, but the results of any interim assessment must be reported in a manner allowing aggregation across students, occasions, or concepts." (CCSSO)
These are often "Standardized tests of learning" instruments and "verify arrival at success" and take place AFTER learning has occurred. Summative assessment, or assessment of learning, can also be used at the classroom level. The information may be used for the purpose of making a judgement about student competence or program effectiveness. (Chappuis, Stiggins, Chappuis, Arter, 2012)
Formative Assessment Resources & Activities are made possible by a grant from the Joseph & Kathryn Albertson Foundation, and are part of the ISEE Implementation. *ISEE Phase II Grant Sites are given priority for some professional development offerings.