Characterizing the formative assessment enactment of experienced science teachers
Abstract
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...
Paper Details
Title
Characterizing the formative assessment enactment of experienced science teachers
Published Date
Jan 8, 2020
Journal
Volume
104
Issue
2
Pages
290 - 325
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