Formative Assessment

Formative assessment is an educational strategy focused on monitoring student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to enhance their learning. Unlike summative assessments that evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark, formative assessments are typically low stakes, meaning they carry little or no point value. The primary purpose of formative assessment is to identify student understanding and misconceptions, allowing educators to adapt their teaching strategies to meet students’ needs in real time.

The implementation of formative assessment can take various forms, including quizzes, interactive class discussions, peer reviews, and reflective journals. One key aspect of formative assessment is that it is integrated into the daily learning process rather than being a separate activity. This integration allows students to receive immediate feedback, which they can use to improve their understanding and performance before the final summative assessment. Such feedback is most effective when it is specific, timely, and constructive, providing clear guidance on how students can improve. Furthermore, formative assessment encourages a classroom culture where mistakes are viewed as opportunities for learning rather than failures.

In addition to its benefits for students, formative assessment also provides valuable insights for educators. By analyzing the data gathered through formative assessments, teachers can identify trends and patterns in student understanding, allowing them to modify their instructional methods to better suit the educational needs of their class. This iterative process of teaching, assessing, and adjusting can lead to more effective teaching strategies and improved student outcomes. Furthermore, formative assessment fosters a more engaging and interactive learning environment, encouraging students to take an active role in their education and develop critical thinking and self-assessment skills that are essential for lifelong learning. 

PhDr. Pavel Bartoš, LL.M., DBA (Evropská akademie vzdělávání / European Academy of education)