Chapter 5: Assessment, Instruction, and Learning: What’s the Difference?

Purpose: This chapter provides a working definition of formative assessment and explores methods and tools in the context of “What’s Hot in Literacy Instruction?” and what is new.

Design: Formative assessment is largely understood as assessment for learning, but it is not always clear what the relationship of assessment for learning is to instruction. A metaphor is provided to demonstrate how formative assessment, instruction, checking for understanding, and feedback are interrelated. Underutilized formative assessment tools are suggested.

Findings: The author discusses how the analysis of student work can help teachers refine their instruction. Tools and approaches including gamification, social media memes, and alternatives to traditional rubrics are explained and demonstrated.

Practical Implications: By expanding the definition of formative assessment to include new or untried approaches, teachers can more precisely guide students as they learn.