formativ

Formativ is a term used in several European languages to describe practices that support development and learning during the process, rather than only at the end. The English equivalent is formative, and formativ typically refers to formative assessment and related feedback strategies that monitor student understanding and guide instruction as learning unfolds.

Formative assessment is ongoing and usually low-stakes. It emphasizes gathering evidence of learning during instruction and using that evidence to adjust teaching and to support student progress. Common methods include targeted questioning, quick checks for understanding, feedback, and opportunities for self-assessment and peer assessment, all aligned with learning objectives. The aim is to identify misconceptions early and provide targeted support to improve outcomes.

Origins and theory: The concept of formative assessment was developed in the mid-to-late 20th century and was refined by researchers such as Michael Scriven, with later influential work by Black and Wiliam. It is often described as assessment for learning, in contrast to summative assessment, which evaluates learning after instruction.

In contemporary practice, formativ approaches are integrated with digital tools, including real-time feedback, analytics, and adaptive learning to support ongoing adjustments. Challenges include ensuring feedback quality, providing sufficient time for guidance, and balancing assessment with other instructional tasks. The formativ approach underpins many modern teaching models that prioritize continuous improvement over single end-of-unit tests.