The Use of Formative Assessment Results to Educate All in Diverse Democracies: Research Results From Four Different Countries

Session Type: Invited Speaker Session

Abstract

The objective of this session is to share knowledge on the use of formative assessment in the classroom, from an international perspective. This knowledge contributes to meeting the challenges educators face in increasingly diverse democracies. Formative assessment results can provide educators with insight into the learning processes of diverse learners. These insights can be used to support teaching and learning. In this session research results from four different countries (in addition to the US perspective provided by the discussants) are presented: The Netherlands, Australia, New Zealand, and England. Similar challenges in different contexts are discussed, such as regarding teachers’ capacity to use FA in their classroom; and different (policy) strategies to support FA and their impact are presented.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools

Chair

• Kim Schildkamp, Universiteit Twente

Papers

• Teachers' Use of Formative Assessment in the Classroom - Kim Schildkamp, Universiteit Twente; Cindy Louise Poortman, University of Twente; Wilma Berdien Kippers, University of Twente

• Assessment for Learning in New Zealand Schooling: Professional Judgment Supported by a Diagnostic, Low-Stakes, Curriculum-Aligned, and School-Based Assessment Toolbox - Gavin T. Brown, The University of Auckland

• Developing Teacher Formative Assessment Practices Through Professional Dialogue: Case Studies of Practice From Queensland, Australia - Jill Willis, Queensland University of Technology; Lenore Ellen Adie, Australian Catholic University

• Reshaping Formative Assessment for Inquiry Classrooms - Christine Harrison, Kings College, London

Discussants

• Margaret Heritage, WestEd

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