Ms. Justi’s planning described for reviewing writing assignments best fits which type of assessment?

Ms. Justi’s planning described for reviewing writing assignments best fits which type of assessment?

• A. Comparative evaluation
• B. Summative evaluation
• C. Formative assessment
• D. Peer evaluation

Answer: (C)

Formative assessment centers on ongoing feedback during the learning process to help students improve before final grades are given. Ms. Justi’s plan to review writing assignments as they’re being developed provides timely guidance, helps identify misunderstandings, and supports revision so students grow while they’re still learning. This emphasis on using feedback to guide improvement during instruction is what makes it formative. If we contrast with other approaches: a summative evaluation judges learning after instruction and typically assigns a grade, not guiding ongoing progress. A comparative evaluation focuses on ranking or comparing performances rather than supporting individual growth during the process. A peer evaluation involves students judging each other’s work, which can be part of formative practice but isn’t defined by the ongoing teacher-provided feedback that targets revisions and development.

Formative assessment centers on ongoing feedback during the learning process to help students improve before final grades are given. Ms. Justi’s plan to review writing assignments as they’re being developed provides timely guidance, helps identify misunderstandings, and supports revision so students grow while they’re still learning. This emphasis on using feedback to guide improvement during instruction is what makes it formative.

If we contrast with other approaches: a summative evaluation judges learning after instruction and typically assigns a grade, not guiding ongoing progress. A comparative evaluation focuses on ranking or comparing performances rather than supporting individual growth during the process. A peer evaluation involves students judging each other’s work, which can be part of formative practice but isn’t defined by the ongoing teacher-provided feedback that targets revisions and development.