The Proof Is in the Pudding: Helping Teachers Utilize the Results of Formative Assessments

• In Event: K–12 Classroom Assessment Practices

Abstract

The purpose of this study was to investigate teachers’ perceptions of three strategies for analyzing feedback on students’ performance to guide improvements in instruction. These strategies include: (1) formative assessment error analysis, (2) mastery charts of class progress on formative assessments, and (3) summative assessment results comparisons with previously taught classes. Self-report survey responses from 92, K-12 teachers involved in a pilot mastery learning program revealed they consistently rate the tallies of student errors on formative assessments as most useful in planning corrective instruction and in making instructional improvements. The mastery charts and summative assessment results are considered more useful in evaluating the overall effectiveness of mastery learning and making changes in implementation procedures. Implications for program implementation are discussed.

Authors

• Thomas R. Guskey, University of Kentucky

• Laura J. Link, University of North Dakota