Formative Assessment: What Do Teachers Need to Know and Do?

Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145. Retrieved from http://easlinstitute.org/wp-content/uploads/Heritage_formative_assessment.pdf

In this article, Margaret Heritage discusses formative assessments and the elements that are associated with them. She describes the four elements of formative assessments as:

1. Identifying the “gap”

2. Feedback

3. Student involvement

4. Learning progressions ( Heritage, 2007)

She states that the “gap” is between where the student is, knowledge wise, and where the teacher wants him to be. Once this area is determined, the teacher can modify or adapt her method of teaching to close the “gap.” This leads into assessment knowledge. Margaret Heritage explains that the essence of a productive assessment is the teacher’s knowledge of use of the assessments. They have to understand the different strategies that can be utilized when administering an assessment. It is also imperative that teachers use valid assessments and understand how to align assessments with instructional goals. She sums up her discussion by reiterating the importance of the teacher basing her instructional actions in a manner that addresses the gaps that the assessments have disclosed. Heritage summarizes by saying, “The teacher’s job is to ensure that the student receives appropriate support so that new learning is incrementally internalized and ultimately becomes part of the student’s independent achievement.” (Heritage, 2007). In understanding how formative assessments work, a teacher can implement them, read the data and formulate a plan to meet the areas of need, of her students,  that were evident on the assessment.