In order to fully understand the appropriateness of formative assessment, it is of paramount importance to define its primary goal in the context of learning. Thus, while many educators perceive formative assessment as a foundation for a student’s grade, its initial aim is to outline the progress of learning and point to the areas that require more time and effort. It may be concluded that such a form of monitoring is an asset in terms of the teacher’s understanding of the classroom.
Besides the existing formative templates tailored to indicate the quantitative progress in students, there are various means of assessing the learners’ understanding. For example, verbal communication during the session may help define the extent to which students grasp the information during the lesson and thus, serves as a form of a check-up. One of the ways to address the issues discussed is to encourage an inclusive discussion in the classroom, which may help identify the learners who struggle with understanding. As a result, the idea of formative assessments acquires the flexibility needed to secure qualitative progress.
However, in cases when verbal intervention or other conventional methods are not sufficient, the teacher should be able to demonstrate the assessment techniques suitable for a particular classroom. For example, when speaking of formative assessment templates tailored for kids in inclusive classrooms, one may note that they are very individual-oriented, creating the foundation for a better perception of material covered. For this reason, it is necessary for teachers to remember that the formative assessment works only when chosen specifically for the learners in the classroom. In this way, it serves as a major tool in terms of planning and cooperation with children.