Quality Instruction and Quality Formative Assessment: The Same or Different?

• In Event: New Views on Formative Assessments

Abstract

We examine how the use of classroom observation protocol impacts ones view of classroom instruction. Twenty four teachers were observed using one protocol focused on classroom interactions and instruction, and one focused on formative assessment. While general instructional quality was moderately high, the use of formative assessment was much lower. These findings suggest that (a) the use of formative assessment among teachers who have not received focused professional development is relatively infrequent, and (2) teacher observations may need to modifications to include a direct focus on formative assessment in order to capture the presence, or absence, of this facet of effective instruction.

Authors

• E. Caroline Wylie, ETS

• Christine Jennifer Lyon, ETS