We collected artifacts from 42 teachers participating in a statewide educator effectiveness system to examine the fidelity with which the formative components of the system were implemented. Specifically, we collected written feedback from principals to teachers and teacher professional growth goals. We developed indicators of quality for each and…

This paper describes the use of two different risk assessment strategies during the design and development of a complex authentic task-based e-learning program developed by the World Health Organization (WHO). The first strategy involved the use of expert reviewers and the second strategy employed the engagement of a risk assessment expert…

In Flanders (Belgium), a new teacher evaluation policy was issued which placed a lot of autonomy with school principals to develop and implement a new teacher evaluation system. In this study, we explore how Flemish principals perceive the new teacher evaluation policy and what influences their perception. Results demonstrate that principals…

Promising findings from controlled research studies often fail to be transferred to and implemented in schools successfully. This problem is particularly apparent when considering implementation of evidence-based practices related to complex systems such as response to intervention (RTI) and other multitiered intervention frameworks in…

The present study utilized a randomized control trial to test the efficacy of a teacher coaching and formative assessment model combined with visual performance feedback to enhance teachers' classroom practices. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to one of two conditions: (1)…

This study describes faculty perceptions of formative assessment and the influence their perceptions have on implementation practices. Assessment is often misunderstood and too often becomes an afterthought in the teaching process. Measuring curricular success by overall student outcomes means instructional and assessment methods have a…

Teachers know they need to focus on practices that can make the biggest difference to their students--but which practices have a track record of improving learning and growth? Read the second article in our five-part series to discover specific classroom formative assessment practices proven to take students from zoned out to tuned in. You'll…

Formative assessment, assessment for learning, involves checking in with students during the learning process to see if they understand concept or standard, before holding them accountable for mastery and moving on to the next concept or standard. This process can be used in the classroom during the lesson or across a subject area as teachers of…

In primary schools in England, programmes of Sex and Relationships Education (SRE) are rare. Provision has been judged as requiring improvement in over one-third of these schools at a time when statutory provision has been mandated by the government. The aim of this study was to examine the early implementation of Spring Fever, a programme of…

Formative assessment has been identified as an effective pedagogical practice in the field of education, where teachers and students engage daily in an interactive process to gather evidence of the students' proficiency of a specific learning goal. The evidence collected by the teacher and a student during the formative assessment process allows…

This paper reports a study into the development of staff understanding of assessment and assessment practice. Eight teachers from two universities constructed an initial concept map about assessment that was discussed in a one-to-one semi-structured interview. A year later, a new map was created and the interview focused on change in thinking and…

Evaluation denotes the monitoring of progress towards desired goals and objectives. The purpose of this study was to evaluate educational quality at schools using Stufflebeam's CIPP evaluation model (1983). The population comprised the principal, heads of each wing and teachers of various branches of a Welfare School System in Rawalpindi. Data…

The purpose of this research study was to evaluate iPersonalize, a gamified instructional approach developed by Fullerton School District (FSD) in California to encourage student engagement and promote achievement. An instructional approach is considered gamified when it incorporates computer game elements to augment existing classroom,…

The purpose of this research study was to evaluate iPersonalize, a gamified instructional approach developed by Fullerton School District (FSD) in California to encourage student engagement and promote achievement. An instructional approach is considered gamified when it incorporates computer game elements to augment existing classroom,…

The NURTURES project, consisting of three phases, was implemented per its original timeline. Hiring, planning, piloting, and implementation were all completed in a timely manner with regards to the original timeline. Elements of the project were modified for improvement based upon reflection and formative evaluation findings. During the Planning…