Implementation of Informal Formative Assessment in An Elementary Math Classroom: A Case Study
Abstract
A large body of research has shown the effectiveness of formative assessment to student learning; yet research on teachers’ implementation of formative assessment, including informal formative assessment, is relatively underdeveloped. In addition, there has been a lack of effective instruments for observing teachers’ FA practices. This study focuses on the ongoing informal formative assessment and explores the nature of an experienced elementary teacher’s formative assessment practices by drawing on a sociocultural perspective and the tool of Formative Assessment Rubrics, Reflection, and Observation Protocol (Wylie & Lyon, 2016). Primary data sources include classroom observations, interviews, and artifacts. Using inductive and deductive coding approaches, the study found the importance of creating a classroom culture of valuing and foregrounding student ideas when teachers communicate learning targets and elicit students’ thinking. In addition, the study sheds light on the teacher’s questioning practice with variations during informal FA. The study has implications for future research.
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