The Impact of Formative Assessment as an Intervention on Preservice Teachers' Instructional Planning Knowledge

• In Event: Preservice Teachers' Understandings and Practice in Formative Assessment and Grading

Abstract

The purpose of this study was to investigate how formative assessment procedures impact preservice teachers’ knowledge of planning equitable instruction for diverse learners. Specifically, this study utilized a design-based research (DBR) paradigm to examine the impact of formative assessment procedures as an intervention during an introductory special education course within a university-based teacher education program. Understanding how formative assessment procedures have informed preservice teachers’ knowledge, skills, and introspections can potentially impact educational policy, curriculum design, and assessment practices across content areas. The DBR process allowed for an in-depth examination of the design and implementation of the intervention and provided a lens for investigating formative assessment theory assertions about teaching and learning.

Author

• Linnie Greenlees, Texas Tech University