Development, Evolution, and Adaptation of Measures of Formative Assessment Practices: Lessons From the Field

• In Event: Measurement of Classroom Assessment Practices

Abstract

The paper focuses on the evolution of instruments developed to measure formative assessment practices using different sources of information and focusing on different facets of formative assessment. School district personnel were involved in multiple try-review-revise cycles of trying out the instruments with 43 teachers during a 12-week period. The final instruments were field tested with 58 teachers. This paper has three purposes: (1) share the characteristics of the instruments that were developed to measure formative assessment practices; (2) share how these characteristics evolved based on the interactions with the school district personnel and the observations conducted with them; and (3) provide evidence about the importance of involving those who will eventually use the instruments outside during the development process.

Authors

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

• Heidi Kroog, University of Colorado - Denver

• Nancy Richey, Harris Park Elementary School

• Louise Lynn Iverson, Gold Trail School

• Ashley M. Chrzanowski, University of Colorado - Boulder

• Chelsey Shade, University of Colorado - Boulder

• Jennifer A. Silverstein, University of Colorado - Boulder

• Xueyu Zhao, University of Colorado - Boulder

• Deanna J. Sands, Seattle University