One of the characteristics of the effective formal formative assessment is that it has learning progressions that clearly offer an articulation of the sub-goals of the ultimate learning goals. The progressions should describe how skills and concepts build in the domain and show the learning trajectory. The above give the teachers the idea of the big picture of what the students need to learn and the planning details that allow them meet the short-term goals of the process. An example would be in the case of a historical inquiry where the student should learn the process of investigating the past from many sources such as artifacts, pictures, eyewitness reports, galleries exhibitions among other sources in the early stages. After building from the learning, they would then easily develop an understanding how people interpret the past in different strategies and ways for example using pictures, films, displays, and even fiction
Secondly, the assessment should have learning goals and criteria, and these should be clearly communicated to the students. They should as well offer descriptive feedback, whereby the students should be given feedback that is evidence based. The feedback should be linked to the intended instruction criteria and outcome.
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Formative assessments are high-level whenever they are carried on as a process and not a given type of assessment. In other words, there are many formative assessment strategies, which are implemented in the class during the instructions. On the other hand, the assessment is poor if it involves particular kinds of assessments. Moreover, the high-level assessment involves both the teachers and students and the latter are allowed to play an active role to improve their learning. The teacher shares the learning goals while the students are offered opportunities to monitor their progress.
