This is part two of a three part series on formative assessment. This post deals with some things you can do between individual lessons based on formative assessment and during a lesson. You can **read part one here**.

**Introduction**

The objective of this post is to describe two possible procedures teachers can use for ongoing, day-to-day formative assessment. The first of these procedures is easier to implement, but gives teachers less information on what students understand. Remember that a primary objective of formative assessment is to create a feedback loop for both teachers and students into the teaching and learning process.

**Example 1**

At the end of your last class you gave an exit slip. One strategy, which is not too time-consuming, is to take the exit slip and first sort it into No/Yes piles, and then sort these piles into 3-4 solution pathway piles, essentially organizing all of the student work by whether or not it is correct and what strategy students used. It may be useful to have an other group, with students whose strategy which are unable to decode.

These groups of student can be used to decide on student groups (recommendation: group by different strategy) for the following day, decide if you need to try a different strategy for tomorrow, and/or find examples of student work to present to students. It can also be used to decide on re-engagement strategies^{1} for the lesson from the previous day, or just decide that you can move onto the next topic in your unit sequence.

**Example 2**

^{2}. The most important feature of formative assessment is coming to understand what students are thinking. You can do this by conferring

^{3}with individual students during your lesson and asking them questions to elicit their thinking. Of course, this assumes you have given students an assignment which requires them to think!

^{4}and that you start by initially observing students and see if they are able to get started on the task without your intervention. As the students begin to work, you begin walking around the classroom, and observing them working, and listening to their discussions about the task. Your objective at this time is to gather evidence of what students are thinking about while they do the task.

^{5}for the student, such that the student is left to do the mathematical thinking of the task, and you do not lower the cognitive demand of the task. During the entire time students are working on the task, you collect information

^{6}on what the students do during the task.

**Conclusion:**

**Information:**

**This document**describes the process of conferring.

**Descriptive information**,

**Specific criteria information**