Formative Assessment in the Classroom

The following formative assessment was developed by Kristen L. Holmquist, Lecturer in Residence | Director, Academic Support Program | Associate Director, Professional Skills Program.

Formative Assessment Example

Instructor: Kristen Holmquist

Course: Estates & Trusts

There are two formative assessments activities in this course. These are in the form of small group assignments that occur twice during the course. They are required, but not graded. Students are informed that this will be included in their final grade (to encourage full participation). This is an approach that doesn’t require the use of technology, and realizes the benefits of formative assessment.

How it works:

Students work in small groups (2 or 3 students) to collaboratively draft a letter to a client in response to a real-world scenario. They receive feedback form the instructor in the form of a paragraph specific to the letter they have created, along with general comments on the assignment. At the end samples from the class are shared to allow students to give further consideration to the assignment and exercise.

Benefits of this approach:

This assignment addresses a need to fold more learning skills into the class. It replaces a mid-term multiple-choice exam, which had fewer opportunities to engage the student. This also uses a client-centered approach which may be traditionally underrepresented in law school.

One of the benefits of this assignment as a formative assessment strategy is the students must collaborate, which integrates a valuable skill. This entails each student having to restate and explain their learning in the class, and to develop rationale for their approach to the assignment in a way that motivates their fellow group members. This exercise focuses on a client’s perspective and requires the student to integrate an application of the law to a real world practice using concepts of what a client should know. This also promotes retention of knowledge, as well as some higher order thinking skills such as comprehension, application, analysis, synthesis, and evaluation.

This assignment prepares students for success in the final exam. The students learn to pay attention to the client as a person, which is a valuable skill as they prepare for the six-hour take home final exam.

Formative assessment is a two-way street, in which the instructor receives valuable feedback on the effectiveness of instruction.

Using this approach for formative assessment:

This formative assessment strategy could be applied in many courses. Depending upon course size or time constraints, the use of individual feedback may not work in all cases. This could also be effective if a general example were distributed to students after completion of the assignment. (identifying a well-developed approach). This would allow students to either do a self-assessment, or even a peer-assessment. If the class size is manageable, it is beneficial to give individual feedback, as it sends a message to students that their assignment is being reviewed by the instructor. The instructor may find greater opportunities to assess teaching effectiveness by giving individual feedback as well.

Example Resources:

Writing Assignment One Download Writing Assignment One

Writing Assignment Two Download Writing Assignment Two

General Comments Writing Assignment One Download General Comments Writing Assignment One

Sample Student Answer Assignment One Download Sample Student Answer Assignment One

Sample Student Answer Writing Assignment Two Download Sample Student Answer Writing Assignment Two