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54 Different Examples of Formative Assessment 

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54 Different Examples of Formative Assessment 

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Formative Assessment Strategies - Victoria State Government Education and Training

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Formative Assessment Strategies - Victoria State Government Education and Training

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Stimulate your students with these 10+ creative self assessment ideas

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As a teacher, you have to give constructive feedback all the time. And if you’re really giving so much meaningful feedback, then, that’s terrific! But not all teachers have the time to give students feedback all the time. It’s nice to know that giving feedback and grading your students is not the on…

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27 Formative Assessment Tools for Your Classroom

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In this post, you will find 27 Formative Assessment Tools for Your Classroom! Formative assessment is such an essential part of the learning process and student success, and many digital tools can help support this process.This list has a wide variety of features and options to help you solidify your formative assessment strategies! Many of the tools below are great for both formative and summative assessments.

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A teaching team demonstrates how they use formative assessment with students in the classroom to make adjustments and respond to student learning and understanding. The teachers use informal and formal assessment practices with a range of strategies for students and teachers to communicate understanding.

Teachers combine a range of assessment methods to assess student learning and ensure multiple opportunities for students to demonstrate understanding.

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A teaching team demonstrates how they use formative assessment with students in the classroom to make adjustments and respond to student learning and understanding. The teachers use informal and formal assessment practices with a range of strategies for students and teachers to communicate understanding.

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In classrooms a significant amount of time is used by teachers to ask questions. When teachers are skilled in the type of questions they ask, and how they ask them, it can propel and support student learning.

Why focus on teacher questioning?

So much of classroom time is spent with teachers questioning the students...skilled questioning by teachers can guide students to thoughtful and reflective answers and so facilitate higher levels of academic achievement. (Hattie)

The research of Hattie, Cotton, Walsh and Sattes has highlighted that teachers spend a lot of time asking questions, and that:

Questioning accounts for up to a third of all teaching time, second only to the time devoted to explanation.

Teachers ask up to 2 questions every minute, up to 400 in a day, around 70,000 a year, or 2-3 million in the course of a career.

Of the 400 a day, a large proportion of these (anything between 30-60 per cent) are procedural.

After teaching for around 14.5 years, a teacher has most likely asked a million questions.

Teachers frequently call on volunteers to answer their questions and these volunteers often constitute a select group of students. This means not all students are accountable to respond to all questions.

Teachers typically wait less than a second after asking a question before calling on a student to answer. They wait even less time (often 0 seconds) before speaking after a student has answered.

Teachers often accept incorrect answers without probing, and frequently answer their own questions.

Students in turn ask teachers very few content-related questions.

Questions serve many purposes. They can help pupils to reflect on information and commit it to memory. They can develop thinking skills, encourage discussion and stimulate new ideas. Questions allow teachers to determine how much a class understands and enable them to pitch lessons at an appropriate level. They are an important tool for managing the classroom, helping to draw individuals into the lesson and keeping them interested and alert. And questions have a symbolic value - sending a clear message that pupils are expected to be active participants in the learning process. (Hastings)

Cotton, K. (2001). Classroom Questioning.

Hastings, S. (2003, July 4). Questioning article from the TES.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London, UK: Routledge.

Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. London, UK: Routledge.

Walsh, J. A., & Sattes, B. D. (2005). Quality Questioning: Research-Based Practice to Engage Every Learner. California: Sage Publications.

Learn more

Department resources

Other resources

NESA - NSW Education Standards Authority (opens in a new window)

AITSL - Australian Institute of Teaching and School Leadership (opens in a new window).

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In classrooms a significant amount of time is used by teachers to ask questions. When teachers are skilled in the type of questions they ask, and how they ask them, it can propel and support student learning. Why focus on teacher questioning?

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Strategies and tools

You can support the students providing peer assessment by discussing the strategies and tools they can use.

Traffic lights

Green - shows the work addresses the success criteria

Amber - indicates room for improvement

Red - suggests that the success criteria is not evident.

Feedback bun

Top - a positive aspect of the work

Filling - a section of the work that could be improved

Bottom - a positive aspect of the work.

Weather gauge

Warm - signals positive feedback in relation to success criteria

Cold - indicates areas for improvement

Hints - provides advice for 'raising the temperature' to meet success criteria.

Stars and stairs

Stars - identify where the work meets the success criteria

Stairs - suggests steps for making improvements to the work.

PMI charts

Plus - meets criteria

Minus - criterion not evident

Interesting - something to improve.

SWOT analysis

Strengths - areas that show evidence of success

Weaknesses - sections that need work

Opportunities - aspects that could be further developed

Threats - obstacles to improvement.

Ladder of feedback

Step 1 - involves reading/listening/asking clarifying questions

Step 2 - identifies the strengths

Step 3 - identifies the areas for improvement

Step 4 - suggests ways to improve.

Checklists/rubrics

Checklists or rubrics provide a list of 'look fors' (which are an outline of success criteria) and can include descriptions of levels of performance to guide and focus assessment.

Thinking hats

Thinking hats explore a piece of work from different perspectives in order to focus the feedback:

white - facts

green - creativity

yellow - positives

red - reaction

blue - process behind the product

black - concerns.

Peer discussion and conferencing

Paired discussions and peer-to-peer conferences enable students to give feedback on a task to a peer and receive a response to their comments.

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Find quick and easy strategies and tools to use in the classroom when applying peer assessment.

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When implementing student self-assessment, use strategies to support students to monitor, reflect and take responsibility for their learning.

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https://www.twinkl.ie/resource/roi2-e-2687-explanation-writing-student-self-assessment-sheet

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Explanation Writing Student Self Assessment Sheet

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Allow your 5th/6th Class students to self assess their own piece of explanation writing. Objectives for the genre are listed on the assessment tracker and the child simply ticks the relevant box - reflecting how well they have achieved each objective.

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5 Quick and Simple Student Self Assessment Ideas - 3P Learning

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Student self-assessment is a fun and powerful way for you and your students to understand their confidence and knowledge of mathematical concepts.

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15 Peer Assessment Techniques That Children Will Love - Twinkl Blog

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Instant access to inspirational lesson plans, schemes of work, assessment, interactive activities, resource packs, PowerPoints, teaching ideas at Twinkl!

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Module 3: Questioning and Discussion in the Classroom