In support of our mission to improve student learning and achievement for all students, we address the current circumstances facing our schools in responding to the growing public rejection of racial inequity in American society and call for societal changes that ensure equity of opportunity and safety for Black students and other people of color.
Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners. Effective use of the formative assessment process requires students and teachers to integrate and embed the following practices in a collaborative and respectful classroom environment:
–FAST SCASS revised definition 2018
The Michigan Department of Education (MDE) supports the Formative Assessment for MI Educators (FAME) program. Learning teams transform and deepen their practice MAC supports the program with research, evaluation, event coordination, web development and publications.
The resources curated on this page include a definition, short articles, research, a video and a recommendation to learn more through the Assessment Learning Module Understanding the Formative Assessment Process. A broader search for formative assessment resources in our Assessment Resource Bank should include the terms: Assessment for Learning, and Formative Assessment Process.
By definition, students are part of the formative assessment process. Margaret Heritage explains why the effective use of formative assessment has a positive impact on students.
This article from the FAME research team highlights teacher’s use of formative assessment to improve their own practice.
FAME Website: Formative Assessment for MI Educators (FAME) is a professional learning initiative sponsored by the Michigan Department of Education. This site supports the program and contains many high-quality resources and links.
This Learning Point describes the misconception that results when using the term “formative assessmentS” to describe the formative assessment PROCESS.
Marshall and Drummond provide some history, about the origins of the concept of assessment for learning and the emergence of the term formative assessment
In this ALN Learning Moment video, Margaret Heritage answers the question, "Are you familiar with examples of federal or state education policies that support and spread formative practice to scale?"- 5.8.18.
This Learning Point explains why and how models of proficient achievement are important in the formative assessment process to support learners
Effective use of the formative assessment process can improve learning for all students, and it is particularly helpful for students with disabilities. And it can be especially important for distance learning, which sometimes can feel to students like an endless “to-do” list with no particular goal in mind.
This graphic depicts how the formative assessment process has been conceptualized and is taught through the FAME program in Michigan.
This resource provides an overview of the FAST SCASS's revised definition on formative assessment, originally published in 2006. The revised definition includes an overview of the attributes of effective formative assessment and emphasizes new areas emerging from current research, theory and practice.
This Learning Point describes what a learning progression is and why it is integral to formative assessment.
This Learning Point sumaraizes the conditions necessary for effective use of formative assessment practices in a classroom, as originally described in a white paper by Margaret Heritage, Nancy Gerzon, and Marie Mancuso
Formative assessment, as defined in the Michigan FAME program, is described in this Learning Point.