Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study

Furtak, Erin Marie; Kiemer, Katharina; Circi, Ruhan; Swanson, Rebecca D.; León, Vanessa de; Morrison, Deb; Heredia, Sara C.

doi:10.1007/s11251-016-9371-3

Cited by 113 publications

(85 citation statements)

References 55 publications

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“…We discuss the results from the analysis of the latter because they provided information on teachers’ role in building horizontal coherence among curriculum, instruction, and assessment. This group includes two studies assessed teacher knowledge as it relates to a student LP (Gunckel, Covitt, & Salinas, ; Jin, Shin, Johnson, Kim, & Anderson, ); 10 studies investigated how teachers or preservice teachers used LPs for formative assessment (Alonzo, ; Covitt, Gunckel, Bess, & Syswerda, ; Furtak, ; Furtak, Bakeman, & Buell, ; Furtak, Circi, & Heredia, ; Furtak & Heredia, ; Furtak et al, ; Furtak et al, ; von Aufschnaiter & Alonzo, ; Zhai, Li, & Guo, ); and one study (Jin, Johnson, Shin, & Anderson, ) explored how teachers’ classroom discourse helped students move up the LP levels.…”

Section: Resultsmentioning

confidence: 99%

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

et al. 2019

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To evaluate the recent advances in learning progression (LP) research and identify future research directions, we reviewed LP literature from 2006 to 2018. Through a systematic search of Web of Science databases and key journals, we located 130 LP articles published between 2006 and 2018. Among these articles, we reviewed 86 studies. The review was framed around three types of coherence that LPs can provide in a system of curriculum, instruction, and assessment: developmental, vertical, and horizontal coherence. Developmental coherence refers to the idea that LPs, as cognitive models, should describe development in students from intuitive thinking to scientific thinking. It provides a foundation for building the horizontal coherence (the alignment among curriculum, instruction, and assessment) and the vertical coherence (the linkage between classroom and large-scale assessments). The results of our review suggest significant advances in enhancing the developmental coherence. More specifically, existing LPs have captured the mechanisms of knowledge development and integrated knowledge and practice in different ways. Regarding the horizontal coherence, while the methodology for the development and validation of LPs has been established, limited attention has been given to LP-based interventions and teachers' understanding and use of LPs. Only one study explored LP's role in building vertical coherence. The review reveals a great need for future research (a) to develop LPs for scientific reasoning that cut across multiple science topics and disciplines, (b) to use LPs in instructional interventions, teacher education, and professional development, and (c) to use LPs to link classroom assessments with large-scale assessments.

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Section: Resultsmentioning

confidence: 99%

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

et al. 2019

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“…Proportionately, agreement levels among teachers increased by teachers' age. As implied, teachers of elderly ages would perceive more difficulties in formative assessment in comparison to younger teachers (Lampert, 2003;Furtak et al, 2016). On the other hand, teachers with higher level of agency in formative assessment were found to be inconsistent in their efforts to implement formative assessment due to their elderly age levels (Verberg et al, 2016) and accordingly they identify some suitable roles, designed the tasks, and managed their assessment practices (Wyatt & Chapman-DeSousa, 2015).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Perceptions on Factors Influence Adoption of Formative Assessment

Alotaibi¹

2018

JEL

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Even though teachers has positive attitude towards formative assessment, their perceptions on factors influence the adoption of formative assessment is crucial to implement various assessment strategies effectively. Therefore, survey conducted on perceptions of primary school teachers in Riyadh province of Saudi Arabia regarding 14 selected factors. By stratified random sampling, data is gathered from the teachers of 15 schools located in the Riyadh province of Saudi Arabia. 210 fully completed questionnaires are received. Interrelated factors also discussed with a sample of 25 teachers. Teachers slightly agreed on all the given factors. However, significant perceptional differences between teachers groups are intervened that mainly attributed to male and female teachers, teachers who attended training and not attended, younger and elder teachers, less tenured and more tenured teachers, and the teachers of different subjects. This study results is noteworthy for understanding the perceptions of teachers on factors influence adoption of formative assessment in primary schools. Factors deliberated in this study are useful to the school management to address the challenges of teachers in formative assessment that would help to minimize the barriers for effective implementation of formative assessment.

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“…They defined these levels based on the possible roles that a teacher and students take during FA, as well as how a teacher perceives and then uses students' ideas. Furtak et al () used a scoring scheme to evaluate how well teachers designed and then implemented FA as they progressed through a PD program. Haug and Ødegaard () developed and implemented a coding scheme to analyze classroom transcripts for how teachers notice and use student thinking.…”

Section: Literature Review: Formative Assessmentmentioning

confidence: 99%

Characterizing the formative assessment enactment of experienced science teachers

et al. 2020

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Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.We developed a coding scheme through a validation-in-use approach to characterize teachers' practices using three streams of data that included teachers' self-interviews about the purposes and outcomes of their FAs, our analysis of their noticing/interpreting and acting, and their comments on intentions behind the teaching acts they considered significant.In contrast to cycles of eliciting-noticing-interpreting-acting, we found noticing/interpreting to be central to FA enactment, driving teachers' eliciting or advancing acts. We characterized ways of noticing/interpreting as more authoritative or dialogic and observed that eliciting acts and advancing acts occurred along a similar range. Teachers' in-the-moment purposes and larger learning goals were synthesized as they made choices about teaching acts. The model is framed in terms of utility to teachers to examine their own FA practices, with the aim of becoming better equipped to strategically enact FA in intentional ways to achieve their purposes.

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Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study

Cited by 113 publications

References 55 publications

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

Teachers’ Perceptions on Factors Influence Adoption of Formative Assessment

Characterizing the formative assessment enactment of experienced science teachers

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