Challenging Perceptions: The Vital Role of Formative Assessment
(Adapted from Education Research Institute [ERI], 2023)

Summary

Formative assessment is a powerful, ongoing process that shapes how students learn and succeed. While summative assessments (like final exams or major projects) certainly have a role, they capture only a snapshot in time. Formative assessment offers a continuous, multifaceted view of student progress, driving deeper engagement and better outcomes. In this article, we will explore the difference between formative and summative assessment, highlight our College’s customised 5Es Instructional Model (with granular strategies informed by Teach Like a Champion), and propose new ways to meaningfully involve families—potentially through live reporting.

Formative Assessment: More Than Just a Test

Formative assessment is a dynamic approach designed to monitor student learning in real time. It allows teachers to identify gaps in understanding, adjust teaching strategies, and offer timely feedback (Black & Wiliam, 1998). Rather than waiting until the end of a term or year to gauge a student’s mastery of a topic, formative assessment happens continuously. This includes informal questioning, short written tasks, quick polls, and discussions with students throughout their learning journey.

Because the goal is to understand where students are at—then adapt to meet their needs—formative assessment puts the learner at the centre of the process (Wiliam, 2018). It supports a growth mindset, where mistakes are viewed as opportunities for growth rather than final judgments on ability. This positive shift in perspective can transform the classroom culture, encouraging students to take risks and become more reflective, resilient learners.

Summative Assessment: A Snapshot

In contrast, summative assessment most often takes place at the end of a learning period. These assessments—exams, projects, or standardised tests—are designed to measure whether students have achieved learning targets (AITSL, 2020). Although useful for reporting overall achievement, summative assessments do not always provide ongoing insights that can immediately shape teaching and learning. As such, these high-stakes tests can be stressful, and their focus on results, rather than the process of learning, can obscure where real-time adjustments might be needed.

Challenging Traditional Perceptions

Despite formative assessment’s proven impact on student growth, many families and some educators still perceive summative assessment as the ‘real test’ of ability. However, understanding that how and when students learn matters as much as what they learn is crucial (ERI, 2023). Our College is committed to challenging this traditional view by spotlighting formative assessments in classrooms and across our wider school community.

Partnering with Parents
Parents understandably want to know how their student is performing academically. Yet, traditional subject interviews, once or twice a year often attract fewer families than we would hope. One way to overcome this obstacle is by reshaping the conversation around continuous, formative feedback. Instead of discussing only a student’s final mark, we can emphasise the ongoing journey, highlighting successes, areas needing attention, and strategies for improvement.

Live Reporting
A way the College is advancing and have been for a number of years is the introduction of ‘live reporting’. This approach involves providing parents with real-time updates on how their students are progressing, rather than waiting for official end-of-term reports. Using SIMON and also working with their students teachers can instantly share mini tests, or quiz scores, observational notes, or learning reflections with families, ensuring they receive timely insights into their student’s strengths and challenges. Through live reporting, families become partners in the learning process, well-informed and better equipped to support their students at home. A challenge for us in ensuring that families rely on their students in telling them when these scores are available if they are not on SIMON.

Our College’s Instructional Focus: “Checking for Understanding”

At our College, we recognise the importance of formative assessment and have embedded it within our instructional model, guided by the principles of Teach Like a Champion (Lemov, 2015). One of our key areas of focus is “checking for understanding”, which challenges teachers to gauge student comprehension throughout lessons. This can include:

• Cold Calling: Asking questions of students randomly (but thoughtfully) ensures everyone remains engaged and allows the teacher to gauge class-wide understanding.
• Exit Tickets: A brief written or verbal response, completed in the final minutes of class, provides immediate data on whether the learning objectives were met.
• Show Me: Techniques such as mini whiteboards or digital polls let students visually demonstrate their thinking, helping teachers see—and respond to—misconceptions right away.

By integrating these practices into everyday teaching, we ensure that feedback is timely and instruction remains flexible. Students learn to expect ongoing dialogue about their learning, rather than a single summative judgment at the end of term.

Looking Ahead: Building Partnerships through Formative Assessment

To continue improving outcomes for students, we must prioritise meaningful collaboration between our College and families. By focusing on formative assessment—particularly through real-time feedback and “checking for understanding” strategies—we invite families to join us in celebrating growth, identifying challenges, and co-developing supportive interventions.

How Parents Can Help

• Encourage Self-Reflection: Ask your student what they have learnt today, or which challenges they faced.
• Celebrate Effort, Not Just Results: Recognise progress and hard work as markers of success, fostering a growth mindset.
• Stay Connected: Embrace live reporting platforms or quick feedback mechanisms to remain aware of your student’s ongoing progress. In short, connect with your student’s teachers.

In turn, we will continue to refine our processes to ensure parents can engage without feeling overwhelmed or left behind. Our commitment is to provide a clear, supportive structure that empowers both teachers and families to nurture every student’s development.

Conclusion

As a College, we strive to reshape our community’s understanding of assessment by placing a strong emphasis on formative methods. While summative assessments have their place, real-time insights and continuous feedback are key to achieving our vision of holistic, student-centred education. Through ongoing partnerships with families, innovative practices like live reporting, and a consistent focus on “checking for understanding” in the classroom, we can provide our students with the best possible environment for success.

References

• AITSL. (2020). Australian Professional Standards for Teachers. Australian Institute for Teaching and School Leadership.
• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Granada Learning.
• ERI. (2023). Formative Assessment Explainer. Education Research Institute. [Online Resource Provided]
• Lemov, D. (2015). Teach Like a Champion. John Wiley & Sons.
• Wiliam, D. (2018). Creating the Schools Our Children Need: Why What We’re Doing Now Won’t Help Much (And What We Can Do Instead). Learning Sciences International.