Where Will You Go Next? Understanding Formative Assessment in the Context of Literacy

• In Event: Roundtable Session 3
  In Roundtable Session: Transforming Disciplinary Literacy Through Collaboration

Abstract

Through the use of qualitative methods, this study investigates elementary teachers’ use of formative assessment during literacy instruction. The study is situated within a larger context in that the classroom teachers are participating in a district-wide professional development initiative on formative assessment. Understanding what the classroom teachers are learning in the professional development, enacting in their classrooms and their interpretations are focal areas explored. Collecting interviews from administrators also highlights the history of assessment and macro discourses surrounding the district’s plan to employ a professional development initiative.

Author

• Cristin Marie Geoghegan, University of Illinois at Urbana-Champaign