PN5: Formative Assessment

This Practice Note provides higher education instructors with an actionable framework for implementing formative assessment, defined fundamentally as assessment for learning rather than of learning. Grounded in established educational research, it clarifies that an assessment is only truly formative if the diagnostic data it generates is explicitly used to adjust subsequent teaching or learning behavior.

The guide highlights three core concepts: the functional distinction between formative and summative tasks, closing the “feedback gap” within the active learning sequence, and fostering long-term student self-regulation. It addresses common implementation hurdles, such as large class sizes and asynchronous online environments, by advocating for scalable, low-stakes strategies like random sampling, polling tools, and peer review.

Additionally, a step-by-step implementation guide helps educators target critical course moments where student misconceptions frequently compound. By integrating simple, low-stakes interventions—such as ungraded quizzes or brief paragraph prompts—teachers can gather valuable diagnostic insight. Ultimately, the guide demonstrates that making instructional adjustments visible to students enhances their learning confidence and engagement, yielding major educational improvements without demanding additional grading time from faculty.