Formative Feedback in Context

• In Event: Roundtable Session 46
  In Roundtable Session: Looking at the Formative and Summative Assessment Practices of Classroom Teachers

Abstract

An extensive literature reports a significant relationship between formative assessment and improvements in student achievement (Black & Wiliam, 1998a; Hattie & Timperley, 2007; 2003; Rodriguez, 2004). However, this literature has critical gaps, including: formative assessment practices and in particular formative feedback are not well defined, a theoretical foundation explaining the role of feedback in learning is inconsistently conceptualized (Black & Wiliam 2009; Brookhart, 2004; Perrenoud, 1998), and too few studies contextualize formative feedback within a k-12 learning environment. This study applies a socio-cultural perspective of learning to define the critical attributes of formative feedback, and interpret a case study of a 5th classroom in which the teacher and students engaged in formative feedback and produce high levels of student achievement.

Authors

• Julie Rae Oxenford - O'Brian, University of Colorado - Denver

• Deanna J. Sands, University of Colorado - Denver

• Maria Araceli Ruiz-Primo, University of Colorado - Denver

• L. Shahrzad Ahmadi, University of Colorado - Denver