Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse By Descriptor
Search Tips
Annual Meeting Theme
Exhibitors
About Philadelphia
About AERA
Personal Schedule
Sign In
X (Twitter)
Session Type: Structured Poster Session
While formative assessment is of great value in enhancing student learning, its objectives and content are not well defined. In this structured poster we will elaborate on several different aspects of formative assessment by exploring its present definitions by experts and those in the classroom and a description of formative assessment research on current practices in the national and international context. Field research presents results from in-depth case studies in Northern and Southern California, along with a description of research methodology for identifying classrooms with anticipated exemplar formative assessment practices. The presentation concludes with a discussion of what is missing from current student learning, and how we can use formative assessment to enhance and modify daily instruction.
Formative Assessment According to Experts: A Delphi Approach - Kathryn N. Hayes, California State University - East Bay
Formative Assessment and What Is Missing From Student Learning - Paul E. Heckman, University of California - Davis
Formative Assessment in the International Context - Thomas Anh Shirley, University of California - Davis
Formative Assessment Practices in Northern California Classrooms - Nancy A. Ewers, University of California - Davis
What Formative Assessment Practices “Look Like” in Southern California - Kevin Schaaf, University of California - Los Angeles; Christine Ong, University of California - Los Angeles; Joan L. Herman, University of California - Los Angeles; Deborah M. La Torre, University of California - Los Angeles
Finding Classrooms: Methodology for Identifying Classrooms and Schools for Surveys and Case Studies - Kimberly Mundhenk, University of California - Davis
Status of Formative Assessment in Mathematics by State as Reported by State Assessment Directors - Bahareh Abhari, University of California - Davis