The effect size of formative assessment is one of the highest of any instructional practice. This product is Part III of a three part continuum and focuses on formative assessment following the delivery of instruction. Part III, details behaviors for teachers and students after the delivery of formative assessment e.g. determining whether or not students are on track, defining instructional adjustments, and identifying ways to include students in understanding the results and investing themselves in the next steps. A practical, detailed and easily understood table describes teacher and student behaviors and identifies them as ideal, acceptable, and unacceptable e.g. what follow-up formative assessment practices are ideal, acceptable and unacceptable. The reader may also be interested in Part I, planning formative assessment and Part II, the delivery of formative assessment.