Journal article
Understanding how teachers engage in formative assessment
Teaching & learning (Grand Forks, N.D.), Vol.24(2)
22 Mar 2010
Abstract
Formative assessment is increasingly held up as a practice that can help teachers adjust and improve their daily instruction. But how do teachers learn to use formative assessment? This paper describes the changes teachers experienced as they went through a sustained professional development program focused on formative assessment. Teachers reported that learning formative assessment affected their professional practices, student practices, and support system. We discuss the implications of these changes for how professional development leaders listen to, support, and challenge teachers learning formative assessment.
Metrics
4 Record Views
Details
- Title
- Understanding how teachers engage in formative assessment
- Creators
- Toni A SondergeldCourtney A BellDawn Marie Leusner
- Publication Details
- Teaching & learning (Grand Forks, N.D.), Vol.24(2)
- Publisher
- University of North Dakota, College of Education & Human Development
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Identifiers
- 991019335600304721