Formative Assessments for a High School English Class

As an aspiring teacher who is making a midlife career change, I can get a bit confused by all the hoopla about formative assessments. Aren’t we just talking about homework, quizzes and class discussions of so many past generations? What’s so different about formative assessments, and why are they now perceived as critical to teaching approaches around the world?  

In simple terms, while there are some changes in what teachers are doing, it’s more about a shift in perspective about how & why teachers use these assessments. 

When we think of assessments of the past, they’re usually “summative” in that quizzes and homework were graded and ensured students kept up with the material. In class, teachers asked students questions, checking for understanding, and while this is formative to a point, current formative assessment practices are now used regularly, interwoven into and influencing daily instruction, and arguably even more important than the final grade. 

It’s all about the process.

Key Points to Understanding Formative Assessments

1. Focus on Process: Data Collection, Analysis and the Adjusting of Instruction 

Collecting data frequently with stress-free, quick assessment tools (surveys, thumbs up, colored cups, 1:1 conferences, etc.) provides me with immediate feedback on whether the instruction has landed. By examining results, I can respond with variations on teaching approaches with the whole class or in targeted support to individual or small groups of students. There is value in the data, and if there’s one change in my teaching, it will be in the collection and analysis of data - to ensure that in addition to the talking and listening, I also use the quick surveys/quizzes to get a more accurate picture of where my students are. Integrating formative assessment into every lesson will be a goal for me.

2. Clarifying Learning Targets and Monitoring Progress toward Learning Goals

By articulating learning goals to students from the start, I (and students) can check student progress toward reaching those goals by breaking it down into smaller targets. Data collection through formative assessments can work like a checklist whereby every student is assessed on every component of the lesson and supported when they fall behind or struggle with any component. The point is to progress. As I develop unit plans and lesson plans, I’ll design assessments that match each piece as we go.

3. Student-Centered: Individualized Learning Plans, Differentiation & Self-Improvement

Sometimes the key to motivating students is finding what works for them. Regularly checking in provides more opportunities to support them before it’s too late. Students with specific learning needs will benefit from formative assessments that identify their gaps, as well as their strengths and styles, as these can contribute to their ILPs. Through formative assessments all students will know where they are, where they need to go, and what they need to do to reach their goal. This empowers them to take control of the process, linked to growth mindset - to honestly take stock of one’s performance and take action. This article is especially helpful in planning students tracking their performance.