Why formative assessment matters

When we program, we agonise over what the final assessment task should look be. We see it as the culmination of what we have delivered over the term. Is it an essay or a project portfolio? Do we think it is too challenging, or too easy? Does it adequately assess the outcomes we delivered?

But what about assessment as students learn?

Formative assessment is often the most tool we have as teachers — and the most overlooked. We throw in phrases like check for understanding or questioning techniques, but rarely is there enough detail to guide real, in-the-moment decision-making.

That’s a problem.

Because formative assessment isn’t just something we do on the way to the assessment. It is the learning. It tells us what students understand, what needs to be retaught, and how to pitch the next lesson.

Done well, it does three things:

• It gives us feedback on our teaching.
  It’s not just about who got it right — it’s about identifying patterns, misconceptions, and missed connections. It lets us pivot early, not after the marks are in.

• It supports students to become self-regulating learners.
  When students can see what success looks like and where they’re sitting in relation to it, they’re better equipped to close the gap.

• It reduces the gap between what’s taught and what’s learned.
  Formative assessment tightens the feedback loop — making sure the effort we put into instruction actually translates into understanding.

So why does it often feel like an afterthought?

Primarily because we bias the final assessment as evidence of learning. The focus is on the end product, not the journey. And without clear space for it in the unit, it becomes one more thing teachers try to fit in superficially.

Let’s fix that.

• Program it in from the start.
  For every key concept or skill, ask: What will I look for to know they’re getting this? Add those checkpoints directly into your teaching sequence.

• Use low-effort, high-impact tools.
  Hinge questions, exit tickets, think-pair-share, mini whiteboards — it doesn’t need to be complex. It just needs to give you insight.

• Leave room to respond.
  A formative check only matters if it changes what happens next. That means your program should have enough flex to reteach, revise, or stretch as needed.

At Planuva, we believe formative assessment shouldn’t be an add-on. It should be embedded into your programs — not just to tick a box, but to support great teaching.

Register your interest at https://planuva.com.