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Exploring the Current Status of Formative Assessments in California’s P-12 Schools as Compared With Schools Nationwide: A National Science Foundation-Funded Project
Mon, April 16, 12:25 to 1:55pm, Pan Pacific, Floor: Lobby Level, Oceanview 1&2Session Submission Type: Structured Poster Session
Abstract
The purpose of this presentation is to examine the current status of formative assessments and practices in California’s schools, identify what assessments are in use at schools across nation, determine the content and psychometric properties of those assessments, and explore practices related to the use of data from formative assessments at the schools.
Sub Unit
Chair
Papers
Formative Assessment in Mathematics: The Data Collection Methodology - Paul E. Heckman, University of California - Davis
How Formative Assessment in Mathematics Can Help Improve Student Performance in Summative Assessments - Jamal Abedi, University of California - Davis; Ann M. Mastergeorge, Arizona State University
What Does Mathematics Formative Assessment Look Like From a Principal’s Perspective? - Kimberly Mundhenk, University of California - Davis
Formative Assessment Use: A Snapshot From State Departments of Education - Nancy A. Ewers, University of California - Davis
Survey Development for Measuring Math Formative Assessment Use in Schools - Nicole Blalock, University of California - Davis
The current state of mathematics formative assessments in the United States as provided by test publishers - Thomas Anh Shirley, University of California - Davis
What is Formative Assessment? Definitions and Practices from the Literature and the Field - Nazanin Zargarpour, Claremont Graduate University; Barbara Marino, Claremont Graduate University; Holly Holloway-Friesen, Azusa Pacific University; Sladjana Sandy Rakich, Claremont Graduate University
Using Focus Groups to Inform Survey Development: The Dilemma of Formative Assessment - Veronica Ortiz, Claremont University - Claremont Graduate University; Nazanin Zargarpour, Claremont Graduate University; David Mendelsohn, Claremont Graduate University