French teachers’ informal formative assessment in the context of inquiry-based learning

Discursive formative assessment (FA) practices during instruction have grown in importance in the education literature as a way of improving teaching and learning. This study involves three years of design-based research as part of an educational project. We examine lower secondary school teachers’ qualitative Informal Formative assessment (IFA) practices during inquiry-based Science, Mathematics and Technology-Engineering (STEM) lessons....