The term is also used to describe assessment instruments which are standardized and norm-referenced and are administered under controlled conditions.
Results of formal assessments are interpreted consistently.
Formal assessment is typically less frequent than informal assessment.
Other Resources
Johnston, P.H., & Rogers, R. (2001). Assessment of literacy development in early childhood. In S. Neuman & D. Dickinson (Eds.). Handbook of early literacy research. New York: Guilford Publications, Inc.