Student Uses and Perceptions of Formative Assessment: Voices From the “Truth Box”

• In Event: Poster Session 4
  In Poster Session: Science Curriculum and Instructional Interventions

Abstract

Current research about formative assessment or assessment for learning in science classrooms focuses on achievement and student learning and teacher experiences with formative assessment. Although there has been some research on empowering students and students’ role in formative assessment minimal research has been done on student perceptions in the ways they use and experience formative assessment. Students play an important role in formative assessment and their perceptions of formative assessment practices is important in understanding the effectiveness of formative assessment. This study focused on student uses and perceptions of formative assessment through short-videotaped vignettes throughout three chemistry units. Their responses provide insight into how formative assessment plays a role in student learning from the student perspective.

Author

• Rachelle Haroldson, University of Minnesota