Formative Assessment Use: A Snapshot From State Departments of Education

• In Event: Exploring the Current Status of Formative Assessments in California’s P-12 Schools as Compared With Schools Nationwide: A National Science Foundation-Funded Project

Abstract

Formative assessment is becoming more prevalent as a means of identifying student learning needs, improving instruction, and advancing student performance outcomes. There is currently no clear picture of how formative assessment in mathematics is used throughout the nation. This information is needed so that policy makers and assessment developers can better their understanding of the status quo of mathematics formative assessment and know how to best direct its implementation for the future.

This poster examines the guidance offered by state departments of education for all 50 states with regard to the implementation of mathematics formative assessment in their state's schools and districts. As the information has never been gathered at this level and scale, the nature of this study is an overview of each state's current efforts in this domain. A brief outline of the survey methodology used in the research follows.

Key personnel in state assessment and curriculum offices were asked to complete a survey as it applied to their state: names and sources of currently used mathematics formative assessment instruments (e.g. commercial, district prepared), purposes for math formative assessment (e.g. to inform instruction, to plan daily activity), knowledge of teacher made math formative assessments, current expectations for use of math formative assessment, whether math assessment data is used formatively, status of any math formative assessment trainings, and whether there is a differentiation made between math formative assessment as an instrument vs. formative assessment as a broad reaching process. The surveys were followed up by phone interviews to expand upon or clarify survey responses.

Results indicated a broad range of responses: For example some states have a mandated commercially prepared formative assessment instrument; however, not all provide formative assessment training for teachers. Other states offer comprehensive professional development in the formative assessment process, which in one state included instruction on the creation of teacher-developed formative assessment instruments. Yet another state is under legislative mandate to improve assessment literacy including the effective use of formative assessment which they accomplished through a system of teacher leadership networks.

Taken together, the responses provided by all 50 states indicate the current direction of formative assessment implementation in the nation and the extent of variation in its interpretation. This information will provide key insights that can lay the foundation for improving formative assessment policies across the nation.

Author

• Nancy A. Ewers, University of California - Davis