Interactive Formative Assessment: Putting the Concept Into Practice

• In Event: 58.059 - Classroom Assessment: Formative Assessment

Abstract

The purpose of this proposal is to introduce our conceptualization of the formative assessment process and to report the change in teacher practice related to interactive formative assessment practices as a result of participating in a comprehensive professional development program. Twenty-four in-service teachers participated in eight days of professional development workshops where formative assessment was introduced as a cyclical process that occurs through interactions between teachers and students during instruction. Classroom observation data were collected by video to determine change in teaching performance. Data analysis of video recording revealed that teachers significantly increased their teaching performance in all areas related to the interactive formative assessment process during participation in the two year professional development program.

Authors

• Kim Lebak, Stockton University

• Priti Haria, The Richard Stockton College of NJ

• Chelsea Tracy-Bronson, Stockton University