On the Fidelity of Implementing Embedded Formative Assessments and Its Relation to Student Learning

Furtak, Erin Marie; Ruiz-Primo, María Araceli; Shemwell, Jonathan T.; Ayala, Carlos; Brandon, Paul R.; Shavelson, Richard J.; Yin, Yue

doi:10.1080/08957340802347852

Cited by 82 publications

(50 citation statements)

References 14 publications

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“…Wiliam et al (2004) found that students learned more when teachers integrated proce dures of formative assessment into their classroom teaching. Sim ilarly, Furtak et al (2008) demonstrated that the extent to which a teacher engaged in formative assessment during classroom teach ing was positively related to learning. Likewise, in the context of tutoring, Bloom (1984) showed that tutoring in which formative tests were embedded was more effective than traditional classroom teaching.…”

Section: Formative Assessment and Learningmentioning

confidence: 94%

Addressing knowledge deficits in tutoring and the role of teaching experience: Benefits for learning and summative assessment.

Herppich¹,

Wittwer²,

Nückles³

et al. 2014

Journal of Educational Psychology

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In the course of tutoring, tutors have the opportunity to formatively assess a tutee's understanding. The information gathered by engaging in formative assessment can be used by tutors not only to adapt instruction in order to enhance learning but also to form a summative judgment in order to document a tutee's learning after tutoring. We report about an empirical study with 46 tutor-tutee dyads that examined a tutor's formative assessment in response to a tutee's knowledge deficits. The results showed that formative assessment during tutoring supported learning and improved the accuracy with which tutors summatively assessed a tutee's understanding after tutoring. At the same time, formative assess ment was more pronounced in response to knowledge deficits that resulted from a tutor's deliberate elicitation of a tutee's understanding than in response to knowledge deficits that tutees spontaneously expressed on their own initiative. In addition, tutors with teaching experience not only caused tutees to express more knowledge deficits but also more often engaged in formative assessment in response to knowledge deficits than did tutors without teaching experience. This difference also explained why tutors with teaching experience were more accurate than tutors without teaching experience in summatively assessing a tutee's understanding after tutoring. Our findings suggest that the learning potential of knowledge deficits that tutees express largely depends on a tutor's formative assessment. In addition, when tutors engage in formative assessment they are able to form a more accurate picture of what a tutee has learned after tutoring.

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Section: Formative Assessment and Learningmentioning

confidence: 94%

Addressing knowledge deficits in tutoring and the role of teaching experience: Benefits for learning and summative assessment.

Herppich¹,

Wittwer²,

Nückles³

et al. 2014

Journal of Educational Psychology

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show abstract

“…One shortcoming of much of the research supporting the use of formative assessment is that the instructor response has not been well documented; typically, all that one knows is that the student responses were collected. In one study [18], even when teachers received professional development training in formative assessment and knew they were being videotaped in an experimental study on embedded formative assessment, they did not consistently respond appropriately to student feedback to modify student understanding.…”

Section: The Role Of Formative Assessment In the Undergraduate Ementioning

confidence: 95%

Embedded formative assessment in the undergraduate engineering classroom

Kowalski

2014

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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This paper first provides an overview of the pedagogical role of formative assessment in the undergraduate engineering classroom. In the last decade, technology-facilitated implementation of the collection and analysis of student responses has reduced the clerical burden on educators, making the practice more widespread. We discuss some of the reasons why this practice may not have yet reached its full potential in undergraduate engineering classrooms, as well as some available solutions.

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“…For example, studies by Furtak et al (2008) and Kovaleski et al (1999) demonstrated that students performed poorly when teachers inconsistently implemented instructional practices.…”

Section: Be Careful With Fidelitymentioning

confidence: 96%

“…Once a teacher begins using any evidence-based practice, fidelity with the components and teaching procedures is key to maximizing student achievement (Furtak et al, 2008;Kovaleski, Gickling, Morrow, & Swank, 1999). Fidelity refers to accuracy, exactness, or a strict adherence to details.…”

Section: Be Careful With Fidelitymentioning

confidence: 99%

The A B Cs of Evidence-Based Practice for Teachers

Kretlow¹,

Blatz²

2011

TEACHING Exceptional Children

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new reading program for kindergarten and first grade. She then spent 2 days of professional development on writing strategies and another on inclusion strategies. While setting up her new classroom, she also found a bookshelf full of workbooks, reading materials, manipulatives, computer programs, and textbooks. Almost all of the materials she received in training and the programs on the shelf in her room are prominently labeled as "researchbased." Celeste is not sure which materials to use with her new students.Gerard has been teaching special education for 8 years at Jefferson High School and is in his second year as department chair. At the beginning of the school year, Gerard's administration informed the faculty that using evidence-based practices was a priority, and teachers would need to develop a way to document this in lesson plans. As the special education department chair, it will be Gerard's job to ensure that the practices he and his colleagues are using are "evidence-based." Gerard has always believed the methods he uses with his students are effective, as most of his students perform well on classroom tests and end-of-year standardized exams. Gerard is unsure how he will find research that supports the practices and programs he is using, let alone assist his colleagues in the special education department to do this as well.Both Celeste and Gerard are overwhelmed about how to be certain the programs, materials, and strategies they use with their students are evidence-based. In her preservice program, Celeste learned how to use some evidence-based programs and strategies, such as peer-assisted learning, direct instruction, and strategic instruction; however, she doesn't have those programs in her classroom, and must make decisions about the materials she has. Gerard, on the other hand, has been using a set of strategies for the last 8 years, but isn't sure how to verify that they are evidence-based. Gerard and Celeste are facing the same situation as many other teachers trying to make decisions about how to select the most effective instructional practices. So, how do teachers make sense of evidence-based practice? 8 COUNCIL FOR EXCEPTIONAL CHILDREN

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On the Fidelity of Implementing Embedded Formative Assessments and Its Relation to Student Learning

Cited by 82 publications

References 14 publications

Addressing knowledge deficits in tutoring and the role of teaching experience: Benefits for learning and summative assessment.

Addressing knowledge deficits in tutoring and the role of teaching experience: Benefits for learning and summative assessment.

Embedded formative assessment in the undergraduate engineering classroom

The A B Cs of Evidence-Based Practice for Teachers

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