This guide was created through academic research and experiential practice of formative feedback.

1. Formative Feedback
GUIDE FOR EDUCATORS
BASED ON
RESEARCH AND EXPERIENCE

2. Table of Contents
oB A C K G R O U N D
oT E C H N O L O G Y T I P S
oT E A C H I N G S T R A T E G I E S
oS U G G E S T E D P R O M P T S
oT H E P O W E R O F F E E D B A C K

3.  Formative assessment involves
Overview
Formative assessment
is not a kind of test.
teachers making adjustments to
their instruction
 Student’s can practice through
self and peer evaluations.
When implemented
effectively it can have
powerful effects on
student success.

4. Technology for Formative Assessments
Socrative
Other tech tools
 Free web tool that works across
 Poll Everywhere
devices.
 Teachers can create quizzes, exit
tickets, multiple-choice, true/false,
or short answer questions.
 Google forms/ docs
 Each assessment generates a
 Padlet
 Teachers can download reports or

detailed report automatically and
instantly.
have them sent via email.
Click to explore

5. Strategies for Teaching
DO’s and Don’ts:
3 do and 3 don’ts when it comes to using, applying, and relating new content
3 Questions:
Ask three questions about the topic then rank them on importance/value
Explain What Matters:
Explain the most critical part of a given topic to fewer than three sentences.
BIG Picture:
Diagram the context where does it fit in and how does it function in the “bigger picture”
Venn Diagram, Draw it, and Self-directed responses round out the list.
Full List

6. Suggested Prompts
 There are four kinds of
prompts suggested by Robert
Marzano;
 EXAMPLES
Prompts that provide formative
assessment
2.
Stimulate student self-analysis
3.
4.
1.
How would you rate your current understanding of what
we did today? 3- understand everything thinking of ways
to use the information 2- if you understand everything
but can’t think of how to use it 1- understand some but
confused on important parts. 0-understand very little,
feel lost.
2.
How hard did you work today? Explain why you think you
worked at the level you did. What could you have don’t to
help yourself learn better?
3.
1.
How did the group work today help you understand the
content? What are some things you would like to see
during group work in the future?
4.
What is something I (the teacher) should be doing to
improve your understanding of the content?
Focus on instructional strategies
Are open communications to the
teacher
Full Article

7. Formative Feedback

8. Five Components of Formative Feedback
Learning
Progressions
Collaboration
Self and Peer
Assessment
Learning Goals
Criteria for
Success
Descriptive
Feedback

9. The Power of Feedback
Teaching and learning must be interactive.
Assessment becomes formative when the evidence is actually used to
adapt the teaching to meet student needs.
What is needed is a culture of success back by the belief that
all students can achieve.
The quality of teacher/pupil interaction, assisting students to take ownership of
their learning, helping move pupils out of the trap of “low achievement,” and
develop habits necessary for all students to become life-long learners.

10. Resources
Heritage, Margaret. "Formative Assessment: An Enabler of Learning." Better Magazine Apr. 2011: 1-2. Better. Web. 25 Oct. 2013.
<http://www.cse.ucla.edu/products/misc/bettermagazineheritage.pdf>.
Linton, Jayme. "Technology for Formative Assessments." Web log post. Techtipsforteachersblog. Blogspot, 12 Apr. 2012. Web. 18 Oct. 2013.
<http://techtipsforteachersblog.blogspot.com/2012/04/technology-for-formative-assessments.html>.
Dyer, Kathy. "22 Easy Formative Assessment Techniques For Measuring Student Learning." Web log post. The Education Blog. Northwest Evaluation
Association, 12 July 2013. Web. 23 Oct. 2013. <http://www.nwea.org/blog/2013/22-easy-formative-assessment-techniques-for-measuring-studentlearning/>.
Dodge, Judith. "What Are Formative Assessments and Why Should We Use Them?" Scholastic Teachers. Web. 03 Nov. 2013.
<http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should-we-use-them>.
"New Ways to Assess Students' Learning." Education Update 8th ser. 40 (1998): ASCD. Web. 25 Nov. 2013.
<http://www.ascd.org/publications/newsletters/education-update/dec98/vol40/num08/Guidelines-for-Improving-Grading-Practices.aspx>.
Marzano, Robert J. "The Many Uses of Exit Slips." Educational Leadership. ASCD, Oct. 2012. Web. Nov. 2013.
<http://www.ascd.org/publications/educational-leadership/oct12/vol70/num02/The-Many-Uses-of-Exit-Slips.aspx>.
Black, Paul J., and Dylan William. "Inside the Black Box: Raising Standards through Classroom Assessment." Phi Delta Kappan 1 Oct. 1998: Web. 12 Oct.
2013.
Hattie, J., and H. Timperley. "The Power of Feedback." Review of Educational Research 77.1 (2007): 81-112. Print.
Wylie, Caroline E., ETS. "Formative Assessment: Examples of Practice."The FAST SCASS-Formative Assessment for Teachers and Learners 2008: 1-10.
Council of Chief State School Officers. <http://www.ccsso.org/Documents/2008/Formative_Assessment_Examples_2008.pdf>.
Chappuis, Steven, Jan Chapuis." The Best Value in Formative Assessment."Educational Leadership Dec 2007/Jan 2008: 14-19. 30 Jun 2012.
<http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/The-Best-Value-in-Formative-Assessment.aspx>.
PBS TEACHERS:
This series of modules looks at formative assessment-assessment for learning- and its role in increasing student achievement and
motivation. It defines formative assessment, identifies key characteristics, and looks at how it fits into a balanced system.
FORMATIVE FEEDBACK