How can formative assessment be used to adjust instruction during an art unit?

• A. Wait until the end of the unit to assess.
• B. Quick checks, rubrics on milestones, exit tickets, and ongoing feedback to modify pacing and supports.
• C. Assign a single final exam.
• D. Collect feedback but ignore it.

Answer: (B)

Formative assessment is ongoing evidence gathered during instruction that you use to adjust teaching. In an art unit, quick checks of techniques, rubrics tied to milestones, exit tickets, and ongoing feedback give real-time data about what students understand and where they’re struggling. This information lets you modify pacing, revisit demonstrations, provide targeted supports (like scaffolds, extra studio time, or mini-loss-lesson steps), and tailor prompts so students can progress toward the learning goals. By staying responsive to this feedback, instruction becomes a dynamic process that helps students develop skills as they work.

Waiting until the end to assess doesn’t guide instruction mid-unit, and a single final exam is not formative. Collecting feedback but ignoring it defeats the purpose of formative work.