I’d say I’m still in the process of learning to use formative assessment in conjunction with differentiated instruction. I like using performance drama activities and having students draw to demonstrate understanding, but so far once students complete the activity they receive feedback and/or a grade from myself or their classmates and are done with it. I have yet to do an activity, give feedback, and have students use the feedback and redo the activity. So that is a balance I need to work on and be aware of when writing plans.
I like the idea of doing pre-assessments then adapting instruction to meet student needs. Students bring their own set of knowledge into a class or lesson and having them relearn something is a waste of their time. It is important to have clear objectives so that the pre-assessments guide instruction towards reaching those objectives.