A Study of the Implementation of Formative Assessment in Three Large Urban Districts

• In Event: K–12 Classroom Assessment Practices

Abstract

In this study we examined the enactment of formative assessment by administrator-selected master teachers in large, urban, public school districts in three regions of the U.S. The purpose of this study was to gain a broader understanding of how teachers conceptualize and enact formative assessment strategies in their classrooms with the aim of providing guidance to teacher educators, professional development providers, and policy makers about gaps in teachers’ understanding of and use of formative assessment. Findings from classroom observations revealed that master teachers implemented some aspects of formative assessment effectively and other areas were used much less frequently and/or effectively.

Authors

• Carla C. Johnson, North Carolina State University

• Toni A. May (Sondergeld), Drexel University

• Janet Walton, North Carolina State University