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Direct linkKroog, Heidi; Hess, Kristin King; Ruiz-Primo, Maria Araceli – Educational Leadership, 2016
What are the characteristics of formal formative assessments that are both effective in improving student learning and an efficient use of a teacher's time and efforts? That's the question that the authors explore in this article drawing on a five-year research study. First, formal formative assessment is defined as being planned in advance,…
Descriptors: Formative Evaluation, Evaluation Methods, Teaching Methods, Interviews
Peer reviewedFurtak, Erin Marie; Ruiz-Primo, Maria Araceli – Science Education, 2008
The National Research Council ([NRC], 2001) has stated that formative assessment is essential to fulfilling the mission of the National Science Education Standards (NRC, 1996). This paper explores the relative utility of four different types of formative assessment prompts in eliciting middle school students' ideas about sinking and floating.…
Descriptors: Writing Skills, Thinking Skills, Discussion (Teaching Technique), Writing (Composition)
Download full textRuiz-Primo, Maria Araceli – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2006
Even the best program in education will fail to have the intended impact if its essential elements are not implemented properly. Degree of implementation is, then, critical to draw valid conclusions on program outcomes (e.g., Scheirer & Rezmovic, 1983). Especially important is the information on the fidelity with which a program is implemented.…
Descriptors: Program Effectiveness, Program Implementation, Inquiry, Science Curriculum
Ruiz-Primo, Maria Araceli; Furtak, Erin Marie – Center for Research on Evaluation Standards and Student Testing CRESST, 2004
This paper provides information on an exploratory study about informal formative assessment practices in three science classrooms implementing a physical science curriculum focusing in buoyancy. We provide a framework for examining these practices based on three components of formative assessment (eliciting, recognizing and using information) and…
Descriptors: Student Evaluation, Science, Formative Evaluation, Teaching Methods
Ruiz-Primo, Maria Araceli; Shavelson, Richard J.; Baxter, Gail P. – 1993
This paper presents one possible approach to the formative evaluation of a Teacher Enhancement Program (TEP). The approach was applied to a National Science Foundation TEP designed to enhance teachers' knowledge and use of performance assessment technology. The study demonstrates the applicability of the approach to formative evaluation and…
Descriptors: Elementary Secondary Education, Evaluation Methods, Evaluation Utilization, Formative Evaluation
Ruiz-Primo, Maria Araceli; Shavelson, Richard J.; Baxter, Gail P. – 1998
A central task in evaluating a prototype education program is to study the variability of delivery and outcomes from site to site. The evaluation should also indicate what to expect and what to do when a Teacher Enhancement Program (TEP) program becomes fully operational. An approach to evaluating TEPs was developed and applied to a concrete case,…
Descriptors: Elementary Secondary Education, Evaluation Methods, Faculty Development, Inservice Teacher Education
Yin, Yue; Vanides, Jim; Ruiz-Primo, Maria Araceli; Ayala, Carlos C.; Shavelson, Richard J. – Journal of Research in Science Teaching, 2005
We examine the equivalence of two construct-a-concept-map techniques: construct-a-map with created linking phrases (C), and construct-a-map with selected linking phrases (S). The former places few constraints on the respondent and has been considered the gold standard; the latter is cost and time efficient. Both their products and processes are…
Descriptors: Formative Evaluation, Concept Mapping, Comparative Analysis, Scores
