From Evidence to Action: A Seamless Process in Formative Assessment?

Margaret Heritage · Jin-Ok Kim · Terry Vendlinski · Joan L. Herman

263 citations0/0 files storedEducational Measurement Issues and Practice

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Student Assessment and Feedback Mathematics Education and Teaching Techniques Educational Assessment and Improvement

Abstract

Based on the results of a generalizability study of measures of teacher knowledge for teaching mathematics developed at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles, this article provides evidence that teachers are better at drawing reasonable inferences about student levels of understanding from assessment information than they are at deciding the next instructional steps. We discuss the implications of the results for effective formative assessment and end with considerations of how teachers can be supported to know what to teach next.

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References

1986Those Who Understand: Knowledge Growth in Teaching 1998Assessment and Classroom Learning 1989Formative assessment and the design of instructional systems 2013Adding It Up: Helping Children Learn Mathematics 2005Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement 2001Handbook of Research on Teaching 2013Knowing What Students Know: The Science and Design of Educational Assessment 1999Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States

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2012Learning Trajectory Based Instruction 2018Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment 2016Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study 2009The Challenge of Formative Assessment in Mathematics Education: Children’s Minds, Teachers’ Minds 2015The fidelity of formative assessment implementation: issues of breadth and quality

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