Formative Assessment
Whakataukī | Proverb
"Aromatawai whakawhanake"
Assessment for development
Formative assessment is assessment FOR learning, not just OF learning. It provides ongoing feedback to improve teaching and learning, supporting continuous growth and development.
Definition
Assessment for learning that provides ongoing feedback to improve teaching and learning. It occurs during the learning process, not just at the end. The purpose is to inform instruction and support student growth.
Key Theorist
This concept was developed by:
- Dylan Wiliam - Embedded Formative Assessment
Research Evidence
Effect Size: d = 0.90
One of the highest-impact interventions in education
Wiliam's research shows that improving teacher quality through formative assessment has one of the highest impacts on student achievement. When teachers use formative assessment effectively, they can adjust instruction in real-time to meet student needs.
Five Key Strategies
Wiliam identifies five key strategies for formative assessment:
Students need to know what they're learning and what success looks like. This makes learning visible and gives students clear targets.
Teachers gather information about student understanding through questioning, observation, and tasks. This happens continuously, not just at test time.
Feedback should be specific, actionable, and focused on improvement. It tells students what to do next, not just what they did wrong.
Peer learning and collaboration enhance understanding. Students learn from explaining to others and receiving explanations.
Students develop metacognitive skills and take responsibility for their learning. They learn to monitor their own progress and set goals.
Cultural Connections
Formative assessment aligns with Māori values:
- Ako - Reciprocal learning, where feedback flows both ways
- Continuous improvement - Kaupapa Māori emphasizes ongoing growth
- Whanaungatanga - Assessment happens in relationship, not isolation
How We Apply This in Te Kete Ako
Every resource in Te Kete Ako includes formative assessment opportunities:
- Clear learning intentions and success criteria in every lesson
- Exit tickets and quick checks for understanding
- Think-pair-share activities for peer learning
- Student self-assessment tools
- Teacher observation guides
- Feedback templates and rubrics
Our resources emphasize assessment FOR learning, ensuring teachers can adjust instruction and students can track their progress throughout the learning process.
Application Examples
- Exit tickets at end of lessons
- Think-pair-share discussions
- Student self-assessment checklists
- Teacher observation notes
- Quick quizzes and polls
- Learning logs and journals
- Peer feedback activities
Classroom Application
Use formative assessment daily to close the gap between where students are and where they need to be. Low-stakes checks — exit tickets, mini-whiteboards, think-pair-share — give you classroom data in real time. Next step: choose one formative strategy to use consistently for a fortnight and track what it changes in your planning.
- Use exit tickets to check understanding at the end of every lesson
- Make feedback timely, specific, and actionable
- Share success criteria with students before — not after — tasks begin
- Allow students to self-assess and set their own next steps
Puna Kōrero — Sources
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Ministry of Education New Zealand. (2009). Assessment for Learning: Using Assessment to Improve Learning. Wellington: Ministry of Education.