Formative Assessment Learning Strategy

By: Kristi Burns, BSN, RN

What is Formative Assessment?

Formative assessment is generally defined as the process taking place during

a course with the express purpose of improving pupil learning (Yu & Li, 2014).
Formative assessment is essentially feedback both to the teachers and to the
pupil about present understanding and skill development in order to
determine the way forward (Harlen & James, 1997).
Formative assessment refers to assessment that is specifically intended to
provide feedback on performance to improve and accelerate learning (Sadler,
1998).
It centers on active feedback loops that assist learning (TEAL, 2012).
Teachers use formative assessment both to provide feedback to students
about their progress and to guide decisions about next steps in the learning
process (TEAL, 2012).
Formative assessment can be directly integrated into the course or unit, and
specifically tied to the learning objectives (Van Melle & Pinchin, 2008).

Elements of Formative Assessment (TEAL, 2012)

Identifying the gap: process of defining the difference between what students
know and what they need to know.
Feedback: gives the teacher information needed to identify the current status
of a students learning as well as the specific next steps that he or she can
take to improve.
Learning Progressions: used by the teacher to break a learning goal into
smaller, more manageable subgoals.
Involving students: helps students to engage in reflection and build their
metacognitive skills through decisions about learning and self-assessments.

How to use Formative Assessment (Van Melle & Pinchin, 2008)

Pre-Reading Quiz: used to provide students with feedback on specific areas

for improvement or can help students identify their own learning goals.
The one minute paper: you can use this to generate a discussion or you can
collect responses individually or form groups to see if students are
envisioning the material as you envisioned.
Think-Pair-Share: allows students to self-assess and get feedback from their
peers regarding progress against learning goals.
Practice Quiz/MCQ: tested after a learning session; most effective when
students are provided with response specific feedback.
Case-Based Learning: models clinical decision-making.

Why use Formative Assessment (TEAL, 2012)

Formative Assessment with appropriate feedback is the most powerful

moderator in the enhancement of achievement.
Determine how to group students
Determine whether students need alternative materials
Determine how much time to allocate to specific learning activities
Determine which concepts need to be retaught to specific students
Determine which students are ready to advance

How to make Formative Feedback effective (Van Melle & Pinchin, 2008)

Address the topic

Address the response
Discuss particular errors
Provide examples that work
Provide gentle guidance
Provide an opportunity for review

Feedback is most effective if: (Van Melle& Pinchin, 2008)

Feedback is provided in relation to pre-set learning objectives.

It is provided in specific, non-judgmental, behavioral, and descriptive terms.
The learner is motivated to take action towards reaching the desired goal or
level of performance.

Yu, H. & Li, H. (2014) Group-based Formative Assessment: A Successful Way to Make
Summative Assessment Effective. Theory and Practice in Language Studies. 4(4).
839-844.
Van Melle, E. & Pinchin, S. (2008). Improve Leaning Through Formative Assessment.
The Teaching Doctor. 1-8.
Teaching Excellence in Adult Literacy. (2012). TEAL center Fact Sheet No. 9:
Formative Assessment. American Institutes for Research. 60-67.
Harlen, W. & James, M. (1997). Assessment and Learning: differences and
relationships between formative and summative assessment. Assessment in
Education: Principles, Policy & Practice. 4(3). 365-379.
Sadler, D.R. (1998). Formative Assessment: revisiting the territory. Assessment in
Education: Principles, Policy & Practice. 5(1). 77-84.