Classroom Context and Formative Assessment Practice

• In Event: 61.086 - Roundtable Session 21
  In Roundtable Session: 61.086-18 - Measurement and Validity in Assessment of Mathematics

Abstract

This paper responds to critical gaps in current research on formative assessment practice. The study applied a socio cultural perspective of learning to interpret a cross-case analysis of formative assessment practice occurring during one mathematics instructional unit in a 5th and one in a 6th grade classroom. It illustrates how a fully defined theoretical foundation deepens understanding of the roles of formative assessment in learning, posits a working definition by which the describe what formative assessment practice looks like and sounds like as it is occurring in actual classrooms, and explains how the classroom social context influences formative assessment practice.

Author

• Julie Rae Oxenford - O'Brian, University of Colorado - Denver