Notes from a Formative Assessment Blogger

In "Is REAL Formative Assessment Even Possible", author Bill Ferriter shares his commitment to, frustrations with, and suggestions for formative assessment practice in the classroom.  After reading his blog, I feel better able to consider some of the road bumps I have been feeling as I have spent more time intentionally focusing on formative assessment.

Flailing in the Deep End

As I am still working my way through my research, I have begun to feel like I am flailing around in the deep end of a pool rather than gliding across the water.  I  have read enough about the subject to feel quite confused about how all I am reading fits together.  So, to help realign myself, I want to write a short list of what I know to be true about formative assessment.  This list is in no way comprehensive.
1.  Formative assessment is not a designation; it is a response.
2.  Both the teacher and student have an active role in the formative assessment process.
3.  For effective formative assessment to take place, there must first be a clear learning target.
4.  Formative assessment is ongoing.
5.

Is it sad that I can only come up with four?  See, I need floaties.

Instruction should not be . . .

Instruction should not be a Ouija-boardlike game in which teachers guess about what to do next.  Educating kids is far too important for that sort of approach.  Rather, instructing students should be a carefully conceived enterprise in which decisions about what to do next are predicated on the best available information.- W. James Popham

That information comes through formative assessment practices.