True formative assessment is messy. It’s not a quiz or a mini summative assessment. It is a “constantly occurring process, a verb, a series of events in action, not a single tool or a static noun” (NCTE Executive Board, 2013).

Providing feedback that fortifies is extremely rewarding because “as teachers are seeking information about how students are learning, students are also engaging in self-reflection about their reading, writing, and thinking processes” (Ryan, 2014).

Below are some strategies for embedding formative assessments:

Strategy #1: Clarify, share and understand learning intentions and success criteria. The aim…



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