The practice of formative assessment through teacher question and student response has received increased research attention in recent years (Chin, 2006; Evans, 2013; Havnes et al., 2012; Heritage & Heritage, 2013; Lueng, 2004; Ruiz-Primo, 2011; Wiliam, 2001) Specifically, Ruiz-Primo (2011) argued that all interaction between teachers and students can be understood as informal assessment situations, and quantified over the course of time to develop a picture of student learning (p. 16).