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Time to teach lessons is often sacrificed to make room for formative assessment
Teachers may lack training or professional development on how to use formative assessments successfully
Students might not take formative assessments seriously, as they do not often carry the same weight as summative assessments. This can compromise data.

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Some teachers complain about sacrificing time to assess during the lesson and fear that they may not even finish the lesson. Teachers then feel the need to rush through a series of units, which causes students to lack mastery once the assessment is given at the end of the unit. Teachers may lack training or professional development on how to use formative assessments successfully because, historically, assessments are completed at the end. Formative assessment may lack the same weight -- low to no point value -- as a summative assessment, and students may not take the assessments seriously, which may cause teachers to misread feedback from students.

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Mindmap of Student Assessment by Olivia Tallmadge