When Does Using Formative Assessment Improve Instruction and Student Outcomes?

• In Event: Examining the Impact of Educational Programs and Interventions: Role of Program Design, Fidelity of Implementation, and Formative Assessment on Student Achievement and College Readiness

Abstract

The McKnight Foundation’s PreK–3 literacy initiative’s primary supports for schools included a validated formative assessment tool and associated professional development. The ultimate goal was to increase reading proficiency by the end of third grade, an indicator of later academic outcomes. Although the formative assessment increased teachers’ understanding of the progression of literacy skills and alignment of practices and expectations, it was insufficient to improve student literacy outcomes as measured by the formative assessment tool and the Minnesota state ELA assessment. Schools attributed lack of progress to gaps in curricula, insufficient time and resources to plan instruction, teacher turnover, and difficulties using the assessment with English learners. We will test these hypotheses with program data.

Authors

• Shari Golan, SRI International

• Katrina R. Woodworth, SRI International

• Rebecca Anne Schmidt, SRI International

• Lauren Cassidy, SRI International