The Formative Assessment Process


These books are wonderful resources for understanding and implementing formative assessment.

Click on the link for a direct route to

Formative Assessment: Making It Happen in the Classroom


A practical, in-depth guide to implementing formative assessment in your classroom!

Formative assessment allows teachers to identify and close gaps in student understanding and move learning forward. This research-based book walks readers through every step of the process and offers illustrative examples across a range of subject areas and grade levels.



Common Formative Assessments 2.0: How Teacher Teams Intentionally Align Standards, Instruction, and Assessment


Assessments that improve the speed and quality of learning—fully updated for teacher teams!

In this expanded, all-new edition, author Larry Ainsworth provides a system of intentionally aligned components (standards, instruction, assessments, and data analysis) that all work together to improve student learning.



Formative Assessment in the Secondary Classroom 



This highly practical guide focuses on learning objectives, effective questioning and feedback as the key elements of formative assessment - assessment for learning - in the secondary classroom. 

Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders


Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it.


Self-Assessment and Goal Setting (Knowing What Counts)


In the foreword to Self-Assessment and Goal Setting, Heidi Andrade explains that self-assessment is a key element in formative assessment because it involves students in thinking about the quality of their own work rather than relying on their teacher as the sole source of evaluative judgments. Throughout this second book in the Knowing What Counts series, authors Kathleen Gregory, Caren Cameron, and Anne Davies describe ways for teachers to create more involved students by including them in the assessment of their own work.