Jose Mestre and Rodney Cocking, in
Learning Science and the Science of Learning, 2002

“Largely missing from classrooms, particularly large lecture classes, is formative assessment, which is intended to provide feedback to both students and instructors, so that students can have an opportunity to revise and improve the quality of their thinking and instructors can tailor their instruction appropriately.”

“Perhaps the biggest deterrent to using formative assessment is that instructors lack techniques in ways that fit seamlessly with instruction.”