Formative Assessment Practices for Student Motivation and Success

Formative assessment has been around for a long time. This interactive training activity addresses formative assessment as assessment for learning  with regulation being its prime function in order to improve student learning and success.

The activity explores different aspects surrounding formative assessment such as assessment function, informal and formal techniques, advantages, limits, roles and classroom environment techniques. Other topics are also addressed, notably regulation process, self-regulation, metacognition, self-assessment, peer assessment, feedback and aspects related to student motivation. The activity also covers some practical techniques that can foster student engagement and participation during learning activities in order for them to progress and improve their learning outcomes.

The education thinking and theoretical foundations of the activity are based on the presenter’s teaching experience and extensive reading on different concepts related to formative assessment from authors such as, Susan M. Brookhart, Dany Laveault, Julie Lyne Leroux, Gérard Scallon, Rolland Viau and Dylan Wiliam. For example, these authors insist on getting students active in owning their own learning by involving them in self-assessment and peer assessment.

Whether it is to visit or revisit concepts related to formative assessment, participants will have a chance to reflect and to discuss their formative assessment practices with colleagues and in the process evaluate their appropriateness and their effectiveness on student motivation and success.

This training activity is also offered in French.


Angela Mastracci

Angela Mastracci taught for several years in the Fashion Design program at Cégep Marie-Victorin before she became a pedagogical advisor in 2008. She holds a Master’s degree in college education from PERFORMA, Faculty of Education, University of Sherbrooke. Since 2017, she is pursuing a professional career as consultant and pedagogical instructor in postsecondary education. She offers a variety of courses and workshops on formative assessment and on assessing creativity, the topic her research focused on. She also collaborated on writing two chapters for the book Évaluer les compétences au collégial et à l’université : un guide pratique published in 2015 by the AQPC in their Collection PERFORMA.



Developed skills

  • Share a common vision on different concepts underlying formative assessment;
  • Recognize different conditions and strategies that make the formative assessment process optimal for students (and for teachers too!)
  • Reflect on how one’s own formative assessment practices foster assessment for learning


Exploration format: 3 hours


This training activity can be adapted to larger groups, for example, 50 participants. The duration can also be shortened or lengthened. Please contact AQPC to discuss your specific needs!


The training activity includes a diagnostic questionnaire, discussions, case studies, examples of assessment tools and a reflection period. Participants will be encouraged to communicate, collaborate and share their expertise, doubts and questions with others. Informal formative assessment practices are an important part of the presenter’s techniques during the workshop in order to help participants integrate and transfer ideas to their specific context.

Available languages


Intended audience

This training activity is for teachers of all disciplines who wish to visit or revisit different concepts related to formative assessment practices in the classroom. Professionals who accompany teachers are also welcome to participate.

Number of participants

Exploration format: maximum 35 participants

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