Research School Network: Not Another Thing: Why Formative Assessment Is the Thing Rethink formative assessment – it is not just another task.

Formative assessment is often described as a strategy, a tool, or a technique. But I’d argue it’s more than that – it’s a mindset. When embedded into everyday classroom practice, formative assessment becomes a high-leverage approach to teaching and learning.


At its core, formative assessment is about gathering evidence of learning in real time and using it to inform teaching. The Education Endowment Foundation (EEF) defines it as ​“the range of strategies used to elicit evidence of pupil learning to inform teaching” (EEF, 2021a).


Formative assessment is often informal and embedded in the everyday rhythm of teaching. It’s not always planned or packaged – it’s the spontaneous, responsive moments that happen in the flow of a lesson. It might be a probing question that reveals a misconception, a glance at a pupil’s written work that prompts a reteach, or an observation of a practical task that shows who’s ready to move on. These interactions are often quiet, quick, and ​“unceremonious” (Ruiz-Primo, 2011), but they are powerful. They give teachers real-time insight into pupil thinking and allow for immediate, adaptive responses.

Formative assessment is often misunderstood. Many teachers will rightly say, ​“I already do formative assessment.” And they’re probably correct – most classrooms are full of questioning, checking for understanding, and adjusting teaching. But the real question is: how well is it being done?


It’s time to change how we view formative assessment. It’s not about compliance or ticking boxes. It’s not defined by mini whiteboards, exit tickets, or traffic light cards – though these can be useful tools. As Ruiz-Primo (2011) puts it, most formative assessment often happens ​“on the fly” – in the moment, through spontaneous instructional dialogue. It’s about the ongoing, responsive work of teaching: listening to pupil responses, noticing misconceptions, and adapting instruction in real time.


This shift in mindset should reassure teachers: effective formative assessment isn’t about adding to the workload or performing grand gestures. It’s about noticing, responding, and adapting – quietly and consistently. For disadvantaged pupils, who may not readily express confusion or seek help, this approach is especially powerful. It enables us to identify needs early and provide tailored support that scaffolds learning in meaningful ways.


When formative assessment is woven into daily practice, it becomes a tool for inclusion. It drives timely intervention and adaptive teaching that meets pupils where they are. More than just a teaching strategy, it’s a lever for equity – helping us close the gap and raise outcomes for all.


For school leaders, the question isn’t just ​“Are staff doing formative assessment?” but ​“How well is it being done?” Strategic implementation matters. Formative assessment should be woven into the fabric of teaching, not treated as an add-on.


Ultimately, formative assessment helps us to be more effective and efficient. It creates classrooms where pupils are expected to think hard, participate actively, and reflect deeply. It empowers teachers to be responsive, intentional, and efficient. And it reminds us that great teaching isn’t about delivering content – it’s about understanding learners.

Education Endowment Foundation (EEF), 2018. Metacognition and Self-Regulated Learning. [online] Available at: https://educationendowmentfoun…

Education Endowment Foundation (EEF), 2021a. Teacher Feedback to Improve Pupil Learning. [online] Available at: https://educationendowmentfoun…

Education Endowment Foundation (EEF), 2024. A School’s Guide to Implementation. [online] Available at: https://educationendowmentfoun…

Ruiz-Primo, M.A., 2011. Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37(1), pp.15 – 24.