Guideline: Many types of formative assessments are available for use in the classroom. Examples include question and answer sessions related to the lesson, short tests and quizzes, projects, skills assessments, observation of performance, and simulations. The teacher's task is to understand how to use each approach effectively within the context of a specific lesson plan.
This resource from the Ohio Department of Education's Instructional Management System provides examples of classroom assessments regularly developed and used by teachers.
This Education Week article by noted educator W. James Popham explains how formative assessment should be viewed an intructional process and not as a test.
This link is to a paper providing examples and non-examples of formative assessment practice. The paper is a CCSSO work product initiated and led by E. Caroline Wylie of the Education Testing Service.
This article at the Center for Development and Learning website reviews the research and practice on student self-evaluation.
Purpose: Assessments used in the classroom can be designed locally by teachers or selected from any number of commercial or other professional sources. Regardless of an assessment's origin, teachers must first plan what they intend to accomplish with the assessment. Upon doing so, they can determine whether a pre-existing or new assessment will best meet their needs.
Purpose: Administering assessments includes conducting and scoring. Conducting the assessment addresses the when, where, and how of doing so. Scoring the assessment focuses on the scoring rubric, determining individual scores, and analyzing the results. Both are essential parts of administering the assessment.
Purpose: When used properly, assessment results enhance instruction. It is incumbent upon teachers to understand, know how to interpret, and explain the results effectively to their students, parents, and other district and school staff members.
Purpose: Good assessments provide the basis for making adjustments in instruction as well as future assessments. Assessment results show teachers where changes need to be made in instructional approaches for groups of students or individual students. The assessment outcomes also show students what they need to do to improve their learning. Changes to instruction based on assessment results complete the learning cycle.