I wonder sometimes if people are so wrapped up in the tools to collect student knowledge, that they forget one of the most important reasons why this knowledge is being collected in the first place. With formative assessment in mind, aren't we collecting our students thinking so we can help guide/support/facilitate the nexts steps to move their learning forward? Sometimes those next steps come from the student themselves through their personal reflection. Sometimes those next steps come from their classmates during peer assessment. Sometimes those next steps come from the teacher. Sometimes those next steps might come from all three sources. But isn't the main point of formative assessment to see what a student knows and where they could/should go next? The where to next is a key element to formative assessment and in my opinion the biggest difference between formative and summative assessment.
Maybe I'm way off base here around formative assessment. Maybe I'm not acknowledging the growth that has occurred during a lesson or a unit or a school term. Maybe I'm missing the celebration of learning that has happened between the beginning of a unit and the end of it. In no way do I want to devalue that. That is also a key factor in why we assess work but I think that falls under the "summative" form of assessment. But if we are just looking at what we've achieved, and we aren't looking for or suggesting next steps then our assessment isn't formative anymore. In my mind the purpose of formative assessment is to review knowledge and help guide/support/facilitate next steps