Skip navigation

Standards-based assessment and Instruction

Formative Assessment

Formative Assessment

Formative assessment focuses on improving student performance and classroom instruction.

It is contrasted with summative assessment that focuses on accountability and is often done to label, sort or classify students.

Conditions for successful formative assessment include:

  1. The student and teacher share a common understanding of what constitutes quality work. That is, they have the same standards for achievement.
  2. Both student and teacher can compare the student's performance to these standards.
    • The student assesses as s/he is working on the task at hand, and upon completion.
    • The teacher may assess the completed work or while the work is in progress.
  3. Following the assessment, teaching and learning activities are adjusted to close the gap between the student's performance and the standard.
    • The teacher not only assesses the student's performance, but also provides feedback (guidance) to the student enabling him/her to improve his/her performance.
    • The student will use what s/he has learned from the assessment to improve future performances.
    • The teacher also assesses the instruction that preceded the performance. The teacher will adjust their instruction based on this assessment.

Our teacher-friendly tasks are designed to support both the Common Core and Citywide instructional expectations. GO Math! alignments are also available.
Set up your FREE 30-day Trial today!

Explore our latest K-5 math material and begin using it in your classroom.
Set up your FREE 30-day Trial today!

Here's What People Are Saying

The new Exemplars Problem Solving for Common Core is a welcome addition to the Exemplars' offerings. School districts currently searching for reliable problems to enact the spirit and content of Common Core at each grade will be delighted with this resource ... This can help teachers not only better understand the math of context -- rich problems but should also help them anticipate varied student outcomes for evaluation.

Dr. Hal Melnick

Teacher & Leader Educator

Bank Street College of Education
New York City

Exemplars | 271 Poker Hill Road | Underhill, Vermont 05489 | ph: 800-450-4050 | fax: 802-899-4825 | infoREMOVETHISBEFORESENDING@exemplars.com

Copyright © 2010–2014 Exemplars. All Rights Reserved.