Understanding the Interplay Between the Cultural Context of Classrooms and Formative Assessment

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

Abstract

The objective of this study was to understand how the culture of a classroom is established and how it may constrain or facilitate formative assessment. Its significance lies in understanding whether effective formative instruction begins, well ahead of any instructional task or assessment, with a teacher setting up the cultural norms, routines, and tools such that formative assessment can be implemented to the highest degree of effectiveness. Results indicate that formative assessment experts spend the first few days of a class helping students understand the meaning and utility of learning goals, the importance of asking questions, and the concept that they are responsible for their own learning; whereas novices focus mainly on procedural issues, like grading, attendance, and tardy policies.

Authors

• Heidi Kroog, University of Colorado - Denver

• Maria Araceli Ruiz-Primo, University of Colorado - Denver

• Deanna J. Sands, Seattle University