If the results of a formative assessment are not used effectively to change instruction, the assessment strategy can be time-consuming and ineffectual. Some teachers do not use the feedback from formative assessments to immediately implement new coaching strategies. Teachers may identify specific issues but then procrastinate on addressing them due to fear of change or lack of time. It is important for schools to develop measurable ways of implementing changes after analyzing the results of a formative assessment.
Researchers at the University of Florida recommend that teachers develop cooperative, positive interactions with students when implementing changes as a result of formative assessment. They have found that students perform well in a peer-to-peer learning atmosphere where students with more knowledge help the weaker students learn. They suggest that a cooperative dialogue between teachers and students is a catalyst for increased learning. This, however, requires teachers to successfully use social and negotiation skills to engage the students. Teachers may also need to completely change the classroom culture to create a cooperative learning dynamic.
Formative assessments provide information about each student's strengths and weaknesses. To successfully use this information, teachers need to work with each student individually so any deficiencies can be addressed. This adds to the teacher's work load and may not be a realistic goal. Researchers at Northwestern University recommend using instructional software as a way for students to improve on their own.
Teachers may unknowingly use undesirable methods of instruction after a formative assessment. They may provide negative feedback to students in a way that affects their self-esteem. They may also compare students to one another which could creative adversarial relationships and increase tension within the classroom. Teachers should be coached on how to provide positive instruction to students.