Affiliation:
1. University of Tennessee, Knoxville, USA
2. University of Delaware, USA
Abstract
Formative assessments are used to examine students' learning, offer feedback, and support instructional decisions. Drawing from an evidence-based instructional approach on genre-based reading and writing, the chapter provides specific recommendations for educators on the use of formative assessments on writing to support students' goal setting. The authors argue that the use of specific criteria in formative assessments can support learners' self-regulation and teachers' formation of instructional and professional goals. The circular relationship between formative assessment and instruction with goal setting is explained, and the reciprocal relationship between data and instruction is explained. Resources for school-wide application and professional development practices are shared as well as cautionary notes for effective implementation.