Formative assessment(s) or formative assessment? The “s” makes a difference.
This Learning Point describes the misconception that results when using the term “formative assessmentS” to describe the formative assessment PROCESS.
Formative Assessment: An Enabler of Learning
This short article by Margaret Heritage summarizes what we know about the potential of formative assessment practice to support and advance learning.
Formative Assessment: Making It Happen in the Classroom, by Margaret Heritage
Formative Assessment and Design of Instructional Systems
This document provides an important voice to the discussion of formative assessment.
Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity?
This paper lays out a vision for formative assessment with the hope that the two assessment consortia - PARCC and SBAC - would include formative assessment in their then-emerging assessment systems.
Formative Assessment Evidence Gathering Tools
List of 48 tools/tactics that can be utilized to gather evidence of student thinking, a key part of the formative assessment process.
Formative Assessment in the Disciplines: Framing a Continuum of Professional Learning, by Margaret Heritage and E. Caroline Wylie
Formative Assessment Planning Template
This guide is used by the FAME program to assist teachers with planning.
Formative Assessment Self-Reflection Coding Booklet
The purpose of this coding booklet is to permit teachers to examine their instruction, reflect on areas for improvement and observe changes over time. The booklet contains rubrics and are coordinated to FAME components and elements.
Formative Feedback Navigating the complexity of engaging student thinking
Providing and managing formative feedback in anonline learning environment is considered in the webinar featured on this event page.
Foundations of Meaningful Educational Measurement
This textbook keeps technical measurement terms in check for practitioners, helping to deepen their understanding. (2009) McGraw Hill
Four assessment capabilities: What they are and why our children would want their teachers to have them
Graduating teachers often feel under-prepared for the current contexts of assessment they will face as beginning teachers. Even experienced teachers can feel uncertain when it comes to assessing student learning. In this ThinkPoint document, research colleagues Jill Willis, Bronwen Cowie, Christine Harris, and Chris DeLuca describe four assessment capabilities identified during their four-year study across four countries—Australia, Canada, New Zealand, United Kingdom— from the perspective of pre-service teachers.