Rural South Texas Principals' Perceptions of Formative Assessment as an Equity Tool for Leading Socially Just Schools

• In Event: 63.080 - Making Rural Schools Work

Abstract

The use of formative assessment by teachers and principals provides an on-going process that guides instruction by simultaneously checking for conceptual understanding and adjusting how the material is taught based on what is observed. Consequently, this type of assessment is an instructional process for addressing the achievement gap through observation, feedback and ongoing adjustment of instruction. The research in this area has predominately focused on better defining the term and its use.
This qualitative study asked principals to share their perceptions of teachers regarding the use of formative assessment in the classroom to guide instruction. Furthermore, principals were queried regarding their perception of formative assessment as an equity tool that supported their efforts in leading socially just schools.

Authors

• Esequiel Garcia Jr., Weslaco Independent School District

• Gerri Marie Maxwell, Texas A&M University - Kingsville