University-Based Supervisors Talk Formative Assessment (Poster 32)

• In Event: Sunday Poster Session 1:15 pm
  In Poster Session: Classroom Assessment SIG Poster Session

Abstract

The purpose of this study is to understand how university-based student teaching supervisors conceptualized formative assessment (FA). We conducted two investigations. In Study 1 we conducted an umbrella review on FA to generate an understanding of how this concept is defined by scholars. Study 2 provides an empirical investigation of three UBSs’ understanding of formative assessment. In Study 1 across the definitions of formative assessment analyzed we identified five parameters (who, why, what, when, how) that framed definitions of FA. In Study 2 we found that UBSs defined FA along some of the parameters from Study 1; but spoke in much more detail about FA and emphasized the importance of validity in FA.

Authors

• Erin E. Riley-Lepo, The College of New Jersey

• Nicole Barnes, American Psychological Association

• Helenrose Fives, Montclair State University