Understanding the CCSSO Definition of Formative Assessment

"Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes (CCSSO, 2008). Formative assessment should constantly be happening in the classroom. It is an action due to the fact that it is the teacher continually assessing the students throughout the day. It is not just a test that you hand the students. The teacher can verbally or non verbally assess the students. Either way, it is something that the teacher is continually doing. An example of a way to formatively assess would be to have the students working and talking in groups about a topic or concept. As the teacher, one would walk around and ask the students about points they were making or their opinions about the topic or concept. The teacher can walk around with a clipboard and simply put a check or minus next to the students name if it seems like the student understands what they are talking about. This way, the teacher can keep track of which students understands things and which students need some extra clarification.

There are four key words that are expressed in the CCSSO definition of formative assessment. Those four words are process, during, feedback, and students. These words are crucial to formative assessment. "Process" relates to formative assessment because it is a "process rather than a product" (McManus, 2008). This means that formative assessment is something that is done through activities, discussions, and throughout the lessons in general. Those aspects are processes. A product would be giving students a test to have them try to explain what they know. The whole process includes sharing clear learning targets and the criteria for success, eliciting evidence of learning during instruction, determining gaps in learning, providing student feedback, taking action to adjust instruction. "This is a continual process that occurs minute by minute, day by day" (Leahy, Lyon, Thompson, & William, 2005). "During" relates to formative assessment because it is supposed to happen as the instruction is going on. It is not meant to happen after instruction is taking place. Students are expected to make mistakes during instruction so that the teacher can clarify the students understanding right then and there. "Feedback" is crucial for formative assessment. "Feedback" aids students in the direction they are supposed to be going. Feedback is supposed to be descriptive, not evaluative. This means that instead of just telling a student they did an awesome job on an assignment, the teacher is supposed to explain to the student what they specifically did really well, specific things they can work on, as well as give some examples as to what they can try. This will allow the student to have higher level thinking and know what to target on their assignment. The descriptive feedback is related to the criteria for success. "Students" relates to formative assessment because "it is important for students to be engaged in their learning by participating in formative assessment" (MacManus, 2008). The students participation allows them a greater opportunity to answer the questions where am I going, where am I now, and how do I close the gap? The student needs to know what they can do in order to better their education and learning process.

Planning is absolutely crucial in regards to formative assessment. The teacher needs to know exactly how they are going to assess the students and what they are going to assess them on. Teachers need to plan this aspects out ahead of time. They also need to anticipate the mistakes the students might make. Becoming aware of the mistakes students might make will allow you to address those mistakes before they even happen. The teacher can also think as a student to grasp a better understanding of what might be going through their heads. Teachers need to know what the ultimate goal is. They can reach this goal by breaking it down and planning ahead and taking into consideration all of the aspects that go into that goal. Teachers need to know exactly what and how they are going to formatively assess so that they can guarantee that formative assessment in implemented during instruction every day.