This study provides formative evaluation results from a pilot peer mentorship and teaching support program designed, implemented, and evaluated at a school of social work located in a major Midwestern Carnegie research I (RI) university over a 3-year span. Through utilizing an adult learning approach, the Teaching Excellence and Academic…

Establishing nuanced interpretations of student thinking is central to formative assessment but difficult, especially for preservice teachers. Learning progressions (LPs) have been proposed as a framework for promoting interpretations of students' thinking; however, research is needed to investigate whether and how an LP can be used to support…

The Teachers Conceptions of Assessment Inventory was used to investigate New Zealand teachers' beliefs about assessment. The participating sample comprised teachers who work almost exclusively at the senior level of high school and are responsible for school-based assessment programmes that contribute at least 50% of students' final grades towards…

For decades, formative assessment has been identified as a high-impact instructional practice that positively affects student learning. Education reform documents such as "Vision and Change: A Call to Action" expressly identify frequent, ongoing formative assessment and feedback as a key instructional practice in student-centered…

A key instructional change recommended by the "Next Generation Science Standards" ("NGSS") is for teachers to be more explicit and systematic in teaching students science and engineering practices in addition to crosscutting concepts because the NGSS include a stronger focus on seamless teaching in three integrated dimensions…

The TAPS pyramid was developed in late 2014 and has been available as a download on the Primary Science Teaching Trust (PSTT) website since August 2015. But where has it gone since then? Who is using it? And how is it being used in schools to change primary science assessment practice? This article attempts to answer these questions with data from…

In this study, assessment and learning is reconceptualised as an integrated and dialogic process. Positioned in a sociocultural framework, the experiences of academics and students at an Australian university were examined to understand how they think about and participate in formative assessment to support learning. Semi-structured interviews and…

This paper describes the teaching of psychological report writing at Karolinska Institutet and the efforts to improve it through the introduction of formative assessment applied as peer and teacher review. 48 fourth-year psychology students were required to write a psychological report. Half of the students also participated in a non-mandatory…

This paper addresses the understanding of technological tools' influences on formative assessment in classrooms. From an extensive literature review we outline what is known about the role technology is playing in assisting teachers' assessment practice and how this is being done in primary and secondary school settings. A literature search…

Low- and middle-income countries have made significant progress getting children into school, but student learning and achievement are often dreadfully low (Berry, Barnett, & Hinton, 2015; Pritchett, 2013). Approximately 250 million children across the world are not acquiring basic reading and math skills, even though about half have spent at…

A key strategy to ensure learning is progressing is to integrate formative assessments into the instruction. This study focused on two areas related to formative assessments: the implementation and impact of formative assessments. Specifically, this study explored the perceptions of elementary, middle school, junior high, and high school teachers…

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. Today's students are generally quite tech savvy. Most learners own a smartphone or other digital device and spend several hours a day using media or on the Internet. Teachers are becoming more tech savvy as well. Seven in ten teachers…

This paper explores ways of capturing teachers' formative assessment behaviors in Philippine classrooms through an observation tool. Early versions of the tool were structured using the 'Elicit-Student response-Recognize-Use' ESRU model. To account for the practices observed in the classroom, the observation tool was resituated to focus on Elicit…

Background: Recent initiatives by the Department of Basic Education to support teachers to enhance their use of formative assessment are positive steps for improving teaching and learning. However, the nature and type of support required by teachers is unclear given the dearth of information on teachers' current pedagogical practices, and the…

The Bachelor of Education (BEd) undergraduate degree at a university in the Gauteng province, South Africa, aims to prepare pre-service teachers by using their experiences to expose them to the South African schooling context. This is done using a scaffolded process that includes formative assessment, summative assessment and Work-Integrated…