Formative Classroom Assessment as a Complex Systems Process: K–12 Teachers’ Perspectives (Poster 28)

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

Abstract

Formative classroom assessment is an explicitly active, agentic, interactive, and adaptive process. To improve student learning, teachers use assessment data to inform next steps in their instruction, and students use assessment data to inform next steps in their own learning. These activities align directly with complexity thinking, a theoretical perspective interested in how people and things interact within complex systems such as classrooms. This paper examines the intersection of formative classroom assessment and complexity thinking, using interviews and other qualitative data from 12 teachers’ contexts. Analyses highlight how features of complexity thinking can inform how teachers and researchers examine and respond to assessment data in the context of complex classroom systems, with direct implications for research and student learning.

Author

• Michael Holden, University of Winnipeg