Formative assessment is an ongoing process used by teachers to monitor student learning during instruction in order to provide immediate feedback and adjust teaching strategies. Unlike summative assessment, which evaluates learning at the end of a unit or course, formative assessment is for learning rather than of learning. Its main purpose is to identify students’ strengths, misconceptions, and learning gaps while there is still time to improve understanding (Black & Wiliam, 1998).

Formative assessment can take many forms, including questioning, quizzes, peer feedback, exit tickets, drafts, observations, and digital tools. Effective formative assessment actively involves students in the learning process by helping them understand learning goals and reflect on their progress. According to Heritage (2010), formative assessment supports deeper learning when feedback is specific, timely, and linked to clear criteria.

Example

In a secondary science classroom, a teacher may use an exit ticket at the end of a lesson on photosynthesis. Students are asked to answer one short question, such as “What is one factor that affects the rate of photosynthesis?” The teacher quickly reviews the responses and notices that many students are confused about the role of light intensity. Based on this information, the teacher revisits the concept in the next lesson using a diagram and a short experiment. This immediate adjustment demonstrates how formative assessment directly informs instruction and supports student learning.

Digital tools such as Google Forms, Kahoot, or Padlet can also be used to collect real-time responses and provide instant feedback, making formative assessment efficient and engaging.

Visual and Media Examples (to embed)

• Diagram explaining formative vs. summative assessment:

https://www.researchgate.net/figure/Formative-and-summative-assessment_fig1_328195017

• Short video explanation:

https://www.youtube.com/watch?v=-Jk4jzY1pNU

References

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.

https://doi.org/10.1080/0969595980050102

Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press.

Organisation for Economic Co-operation and Development (OECD). (2008). Assessment for learning.

https://www.oecd.org/education/ceri/assessmentforlearning.htm