{"id":361,"date":"2025-08-26T05:00:00","date_gmt":"2025-08-26T12:00:00","guid":{"rendered":"http:\/\/keepinglearningontrack.nwea.org\/blog\/?p=361"},"modified":"2025-08-25T10:57:01","modified_gmt":"2025-08-25T17:57:01","slug":"what-is-formative-assessment","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2025\/what-is-formative-assessment\/","title":{"rendered":"What is formative assessment?"},"content":{"rendered":"<div class=\"wp-block-image\">\n<figure class=\"alignleft\"><img loading=\"lazy\" decoding=\"async\" width=\"850\" height=\"300\" src=\"https:\/\/d1ushxurfijnsi.cloudfront.net\/blog\/uploads\/2012\/07\/what-is-formative-assessment_850-x300_hero.jpg\" alt=\"\" class=\"wp-image-15501\" title=\"what-is-formative-assessment_850-x300_hero\" srcset=\"https:\/\/www.nwea.org\/blog\/uploads\/2012\/07\/what-is-formative-assessment_850-x300_hero.jpg 850w, https:\/\/www.nwea.org\/blog\/uploads\/2012\/07\/what-is-formative-assessment_850-x300_hero-300x106.jpg 300w, https:\/\/www.nwea.org\/blog\/uploads\/2012\/07\/what-is-formative-assessment_850-x300_hero-768x271.jpg 768w, https:\/\/www.nwea.org\/blog\/uploads\/2012\/07\/what-is-formative-assessment_850-x300_hero-720x254.jpg 720w\" sizes=\"(max-width: 850px) 100vw, 850px\" \/><\/figure><\/div>\n\n\n<div style=\"height:3rem\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p>Human-centered formative assessment drives long-term, holistic success for students. Because there is still confusion around this type of assessment, let\u2019s explore what it is and why it should be a part of our responsive teaching and learning cycles.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">\u201cFormative assessment\u201d defined<\/h2>\n\n\n\n<p>As an organization, NWEA subscribes to the <a href=\"https:\/\/ccsso.org\/resource-library\/revising-definition-formative-assessment\"><\/a><a href=\"https:\/\/www.oregon.gov\/ode\/educator-resources\/assessment\/pages\/formative_assessment.aspx#:~:text=Purpose,Providing%20actionable%20feedback;%20and\">2018 CCSSO definition of formative assessment<\/a>: \u201cFormative assessment is a&nbsp;<strong>planned, ongoing process<\/strong>&nbsp;used by&nbsp;<strong>all students and teachers during learning and teaching<\/strong>&nbsp;to&nbsp;<strong>elicit and use evidence of student learning<\/strong>&nbsp;to improve student understanding of intended disciplinary learning outcomes and&nbsp;<strong>support students to become self-directed learners<\/strong>.\u201d<\/p>\n\n\n\n<p>Let\u2019s take a closer look at the key phrases in that definition:<\/p>\n\n\n\n<ul>\n<li><strong>\u201cPlanned, ongoing process.\u201d <\/strong>Formative assessment is a continuous, low- or no-stakes, responsive process comprised of practices, methods, and tools that are selected to support all students in reaching challenging learning goals. Teachers and students collaborate to use this kind of assessment in responsive ways that positively impact learners and learning. They partner to know and respond to strengths, interests, and needs.<\/li>\n\n\n\n<li><strong>\u201cAll students and teachers during learning and teaching.\u201d<\/strong> Formative assessment is a collaborative learning process happening \u201cwith\u201d students, not \u201cto\u201d students.<\/li>\n\n\n\n<li><strong>\u201cElicit and use evidence of student learning.\u201d <\/strong>Formative assessment processes capture levels of knowledge and skill along the learning journey so teachers and students can make small, immediate, impactful decisions to support well-being, learning-goal achievement, and self-efficacy. Using formative assessment evidence is appropriate for making decisions during the practice phases of learning; <a href=\"https:\/\/www.nwea.org\/blog\/2025\/formative-assessment-is-not-for-grading\/\">formative assessment scores are not appropriate for calculating grades<\/a> or for making placement decisions.<\/li>\n\n\n\n<li><strong>\u201cSupport students to become self-directed learners.\u201d<\/strong> This type of assessment includes students as active agents in the learning journey, which fuels learning and agency in learning environments and beyond. Engaging students in <a href=\"https:\/\/www.nwea.org\/blog\/topic\/goal-setting\/\">goal setting<\/a> is a great way to do this.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">What does formative assessment look like? <\/h2>\n\n\n\n<p>Little is required to start formative assessment processes because they can begin with a variety of <a href=\"\/blog\/2019\/27-easy-formative-assessment-strategies-for-gathering-evidence-of-student-learning\/\">methods<\/a> and <a href=\"\/blog\/2019\/75-digital-tools-apps-teachers-use-to-support-classroom-formative-assessment\/\">tools<\/a>. Instead of specific programs, supplies, or resources, effective processes involve partnering with students to incorporate the following five practices into cycles of responsive teaching and learning.<\/p>\n\n\n\n<ul>\n<li><strong>Clarifying learning goals and success criteria within a broader progression of learning. <\/strong>Students should have context for what they\u2019re learning: why they\u2019re learning it, how it connects to previous lessons and their own interests, and what success looks like. Having goal clarity, purpose, and a path promotes student motivation and agency.<\/li>\n\n\n\n<li><strong>Eliciting and analyzing evidence of student thinking. <\/strong>Whether it\u2019s capturing ideas on a whiteboard, responding to an online survey, or giving a thumbs-up or down in response to a check for understanding, an effective process centers on knowing learning goals, then gathering, interpreting, and responding to learning-goal evidence.<\/li>\n\n\n\n<li><strong>Engaging in self-assessment and peer feedback. <\/strong>This type of assessment is more than providing feedback from teacher to student. As I explained in <a href=\"https:\/\/www.nwea.org\/blog\/2025\/the-importance-of-student-self-assessment\/\">\u201cThe importance of student self-assessment,\u201d<\/a> having students reflect on their progress helps them become active participants in their learning. The process should also involve students collaborating with each other, asking questions, making observations, celebrating successes, and suggesting improvements in ways that support them in attaining challenging learning goals.<\/li>\n\n\n\n<li><strong>Using actionable feedback. <\/strong>Once learning evidence is collected, teachers work with students to ensure that they have both the time and processes to apply feedback in ways that move learning forward.<\/li>\n\n\n\n<li><strong>Responding by adjusting learning strategies or next instructional steps. <\/strong>This practice is the \u201cwhy\u201d of formative assessment. To make the process effective, we must collaborate with students to use evidence and insights to propel learners toward shared and personal short- and long-term goals.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Ready for more?<\/h2>\n\n\n\n<p>Formative assessment helps us evaluate whether our plans and responsive \u201cmoves\u201d are working, while there\u2019s still time to do something about it. It celebrates that learning is an ongoing process, complete with stretches of success and periods of struggle, and it helps us remember that learning is not linear but, instead, an endeavor that rewards effort, persistence, and dedication. Best of all, it helps us collaborate with students as co-partners in the entire learning experience. Together we are a learning team, one that makes anything possible.<\/p>\n\n\n\n<p>There is no shortage of information and resources available on formative assessment. For easy-to-implement, research-based strategies, check out our\u00a0formative assessment eBook,\u00a0<a href=\"https:\/\/www.nwea.org\/resource-center\/resource\/making-it-work-how-formative-assessment-can-supercharge-your-practice\/\"><em>Making it work: How formative assessment can supercharge your practice<\/em><\/a><em>,<\/em>\u00a0or the\u00a0<a href=\"https:\/\/www.nwea.org\/blog\/topic\/formative-assessment\/\">formative assessment archive<\/a>\u00a0here on\u00a0<em>Teach. Learn. Grow<\/em>. Our professional learning team also offers\u00a0<a href=\"https:\/\/www.nwea.org\/formative-instructional-practice\/\">workshops on\u00a0formative practice<\/a>, which can engage you and your colleagues in deep dives designed and delivered by expert educators.\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Human-centered formative assessment drives long-term, holistic success for students. Because there is still confusion around this type of assessment, let\u2019s explore what it is and why it [&hellip;]<\/p>\n","protected":false},"author":168,"featured_media":19220,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"aside","meta":{"_acf_changed":false,"_yoast_wpseo_metadesc":"Reliable assessment data drives positive long-term outcomes for kids. Formative assessment is a critical part of a balanced system.","footnotes":""},"categories":[559],"tags":[169,637],"grade_level":[830,831,832,833],"product":[],"theme":[],"coauthors":[{"id":168,"name":"Erin Beard, NWEA","link":"https:\/\/www.nwea.org\/blog\/author\/ebeard\/","avatar_urls":{"24":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","48":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","96":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif"}}],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.14 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>What is formative assessment? - Teach. Learn. Grow.<\/title>\n<meta name=\"description\" content=\"Reliable assessment data drives positive long-term outcomes for kids. 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