Hi @niko I see your point here. It certainly depends on the type of content, skill, or formative assessment you are giving. Many of my students struggle with spatial understanding. I have to catch them up on a lot of geographical foundational knowledge fairly quickly to engage them in my content. In this case I may have several continents and oceans, absolute or relative location, or other geography formatives for them to work on during the course of a unit. Each one gives them immediate feedback on whether they can correctly identify where the continents and oceans are and then they reflect on which areas of the world map they need to target in future study sessions. In this way the color grading is incredibly effective for my kids to see where they are comfortable and where they are struggling (The colors only come up after they submit).
In many ways students have always studied like this, just without technology. If you test yourself with a set of self made flash cards, for example, you will turn them over at some point to see which ones you correctly identified and which ones you need to study further. Goformative just gives our kids a visual readout of how they did so they can target certain areas over time. Study guides often serve the same purpose, if you fill out all that you know first and then go back to fill in the blank areas later, you have identified areas of comfort and areas of concern.
In terms of advanced concepts, such as analyzing a primary source or event from multiple perspectives, then the color coded grading does not work because they are multiple ways a student can tackle that question. Typically I do not use goformative as much for those concepts as I try to change up the pace with different hands on activities in the classroom.
Just like anything else Formative is another tool in the teaching tool belt that can be used however we see best in the classroom. I can say that it has changed the type of dialogue I have with my students in terms of what it means to “understand something,” as we often talk about what learning a concept looks like. If they can answer formative questions that is often the starting point rather than the end point of their learning of that concept. We will move onto more advanced tasks from there.
Also, besides my actual summative tests, none of my formative assessments are entered into the grade book. They are simply to inform students and to encourage dialogue in regards to their learning.
I hope this maybe clears up how the color grading feature can be used? Let me know!