Abstract

This paper explores the relationship between critical thinking and formative assessment. In this paper Popham’s conception of formative assessment as “a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics” is highlighted as well as a framework from Stiggins and associates . Despite vast research that indicates bothpositively impact student achievement, they are “errors of omission” and vastly underutilized in teacher preparation . The national high school graduation rate and lack of college readiness of those who do graduate compel teacher education programs to prepare pre-service teachers who master these constructs . Formative assessment strategies are offered for classroom use and recommendations are made for university faculty who can model these strategies to improve teacher candidate quality