Supporting Teachers to Engage With Peer-Supported Professional Learning About Formative Assessment

• In Event: AERA Poster Session 12
  In Poster Session: Advancements, Issues, and Considerations in Classroom Assessment

Abstract

We examine teacher reactions and attitudes towards peer feedback received on specific aspects of formative assessment practices that they had nominated for feedback. Peer observers used the Formative Assessment Rubrics, Resources, and Observation Protocol (FARROP), a resource commissioned by the Formative Assessment for Teachers and Students (FAST), State Collaborative on Assessment and Student Standards (SCASS) of the Council of Chief School Officers. The specific research question addressed in this paper is: What lessons can be learned from the FAST-ER implementation of the FARROP to inform revisions to the training modules, rubrics, and peer observation and feedback processes? We explore the ways in which this preliminary evidence supports the theory of action around peer observations focused on formative assessment.

Authors

• E. Caroline Wylie, ETS

• Christine Jennifer Lyon, ETS

• Amanda Savarese Roth, University of San Diego