Examining How Teachers Adapt Instruction Through the Formative Assessment Process

• In Event: 51.048 - Contemporary Research in Classroom Assessment

Abstract

This study examines the moment-by-moment assessment interactions between teachers and students that lead to adaptations in instruction within the context of one lesson. This study draws upon the literature that suggests formative assessment is a dialogic process in which teachers notice student thinking, draw inferences, and act upon the evidence gathered. It also builds upon work on adaptive teaching as a foundation for examining how teachers adjust instruction within the interactive formative assessment process. Results indicate teachers utilize interactive formative assessment strategies to check for student understanding. However, adaptations of the learning occurred significantly less frequently. These findings also indicate that adaptations to occur more frequently in small group structures.

Authors

• Kim Lebak, Stockton University

• Chelsea Tracy-Bronson, Stockton University

• Priti Haria, Stockton University