Formative assessment has traditionally been viewed as the gathering of information that informs teaching. But what happens when we recast formative assessment as the gathering of information that informs learning? In this session, I explore how this shift changes not only the purpose of formative assessment, but also the way it is designed, implemented, and experienced by students. Participants will leave with a deeper understanding of why this shift matters and practical strategies for implementing this important BTC practice in their own classrooms.
