Status of Formative Assessment in Mathematics by State as Reported by State Assessment Directors

• In Event: Present and Future Formative Assessment Practices

Abstract

Objective
In the present study, the status of formative assessment use in mathematics was examined at the state level. Specifically, the study focused on the use of mathematics formative assessment products and systems currently being utilized in individual states.

Perspectives/Theoretical Framework
In the United States, formative assessment in mathematics takes on many forms, including formal and informal systems. Currently, little is known about what systems are adopted and used in individual states and the psychometric properties of state and vendor created assessments.

Methods
Two phases of the study were conducted to first determine the types and the origins of formative assessments in mathematics at the state level and finally to examine the psychometric properties of assessments currently being used.

Data Sources
State assessment directors from 46 states responded to an online survey regarding specifics of the formative assessment systems being used by their state. They provided information about any systematic use, formality, creation of assessments, and the views of the state regarding the use of classroom formative assessment data. Using these surveys, the psychometric properties of formative assessment systems being used were examined in 44 states and the District of Columbia. Information was gathered including the name of product, grades levels covered, domains tested, test purpose, score reporting, test development process, alignment to state standards, and technical properties. Information on the basic philosophy adopted by the state regarding formative assessments was also provided.

Results
Results showed that 23 of the 46 state respondents indicated that they used a formal formative assessment system with 13 of them being a product developed by a well-established vendor (e.g., CTB/McGraw-Hill). Ten states have utilized systems established by academic or research institutions (e.g., On Going Assessment Project). Twelve states used their own formative assessment systems developed in whole or part by well-known test publishers (e.g. Alaska Computerized Formative Assessment). One state utilized a self-developed system (i.e., Utah Test Item Pool System). Finally, five states are in the process of developing state-wide formative assessment systems but indicate budget issues as being challenging to these programs.

Research-based evidence rankings were also produced based on the fifteen provided formative assessment systems. On a five point scale, these ranged from low (Little documented evidence or low alignment or technical property statistics, Cronbach Alphas of .50 or less) to high (Detailed documented evidence with high alignment or technical property statistics, Cronbach Alphas of .70-.90). About 70% of the states that had this information available, showed medium to high technical properties, and 66% showed medium to high standards alignment.

Scientific/Scholarly Significance
The current research gives insight into the status of formative assessment in mathematics use, and about types and properties of the systems currently in use in individual states. This information is a first step in understanding formative assessment use at the classroom level and may be used in future studies in the field. In addition, this information may be beneficial for state level educators regarding the adoption and use of formative assessments products and systems.

Author

• Bahareh Abhari, University of California - Davis