Supporting Formative Assessment Through Formalized, Learning Progression-Based Classroom Tasks

• In Event: Examining the Implementation and Impact of Formative Assessment Practices

Abstract

After converging on a common definition of formative assessment, the next question the field has begun to grapple with is the role of formalized tools within the process. This paper adds to the debate by exploring how teachers implement formative assessment tools provided as part of ETS’s Cognitively Based Assessment of, for, and as Learning (CBAL) research initiative. By examining the results of a pilot study focused on high school teachers’ use of CBAL’s Romeo and Juliet, we determine whether implementation of the task set resulted in different patterns with regard to formative assessment, and suggest ways that the information could be used to identify differentiated professional development and support structures for these teachers.

Authors

• Christine Jennifer Lyon, ETS

• Katherine Jueds, Educational Testing Service

• Mary E. Fowles, ETS