A Framework for Considering Interim Assessments

Many commercially-available products are being marketed as formative assessments this paper distinguishes between true classroom formative assessment and interim assessments that serve instructional purposes. We define interim assessments, categorize their uses, discuss their role in a balanced assessment and describe their essential features. This paper concludes with recommended criteria to use in evaluating interim assessments focusing on the purpose for using the assessments and suggests areas for future research.