Formative Assessment

All Research

TITLE
SYNOPSIS
CITATION
Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom (2017)

Seeing Students Learn Science is a guidebook meant to help educators improve the way in which students learn science. The introduction of new science standards across the nation has led to the adoption of new curricula, instruction, and professional development to align with the new standards. This publication is designed as a resource for educators to adapt assessment to these changes. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information.

Beatty, A., Schweingruber, H., & National Academies of Sciences, Engineering, and Medicine. (2017). Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, DC: National Academies Press.

Assessment and classroom learning. Assessment in Education: principles, policy & practice

This is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.

A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing

The purpose of this study is to compare different statistical and methodological approaches to standard setting and determining cut scores using R- CBM and performance on high-stakes tests

Hintze, J. M., & Silberglitt, B. (2005). A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-stakes testing. School Psychology Review, 34(3), 372.

Formative Assessment: A Meta?Analysis And A Call For Research

This meta-analysis examines the impact of formative assessment.

Kingston, N., & Nash, B. (2011). Formative assessment: A meta?analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28-37.

Formative assessment and elementary school student academic achievement: A review of the evidence.

This is a comprehensive search of the research on formative assessment interventions for elementary school students.

Klute, M., Apthorp, H., Harlacher, J., & Reale, M. (2017). Formative assessment and elementary school student academic achievement: A review of the evidence. Washington, DC: National Center for Education Statistics.

Formative assessment and elementary school student academic achievement: A review of the evidence.

A comprehensive search of the research on formative assess­ment interventions was recently released. This study identified 23 studies that it determined were rigorous­ enough for inclusion to build a picture of the impact of formative assessment interventions on student outcomes. The study concluded that formative assessment had a positive effect on student academic achieve­ment. On average across all the studies, students who participated in formative assessment performed better on measures of academic achievement than those who did not. Across all subject areas (math, reading, and writing), formative assessment had larger effects on student academic achievement when other agents, such as a teacher or a computer program, directed the formative assessment.

Klute, M., Apthorp, H., Harlacher, J., & Reale, M. (2017). Formative assessment and elementary school student academic achievement: A review of the evidence.

Reading on grade level in third grade: How is it related to high school performance and college enrollment.

This study uses longitudinal administrative data to examine the relationship between third- grade reading level and four educational outcomes: eighth-grade reading performance, ninth-grade course performance, high school graduation, and college attendance.

Lesnick, J., Goerge, R., Smithgall, C., & Gwynne, J. (2010). Reading on grade level in third grade: How is it related to high school performance and college enrollment. Chicago: Chapin Hall at the University of Chicago, 1, 12.

Using Curriculum-Based Measurement to Predict Performance on State Assessments in Reading

The study investigates the correlation and predictive value of curriculum-based measurement (CBM) against the Michigan Educational Assessment Program's (MEAP) fourth grade reading assessment.

McGlinchey, M. T., & Hixson, M. D. (2004). Using curriculum-based measurement to predict performance on state assessments in reading. School Psychology Review, 33, 193-203.

A guide to standardized testing: The nature of assessment

The goal of this guide is to provide useful information about standardized testing, or assessment, for practitioners and non-practitioners who care about public schools. It includes the nature of assessment, types of assessments and tests, and definitions.

Mitchell, R. (2006). A guide to standardized testing: The nature of assessment. Center for Public Education. 

Keeping RTI on track: How to identify, repair and prevent mistakes that derail implementation

Keeping RTI on Track is a resource to assist educators overcome the biggest problems associated with false starts or implementation failure. Each chapter in this book calls attention to a common error, describing how to avoid the pitfalls that lead to false starts, how to determine when you're in one, and how to get back on the right track.

Vanderheyden, A. M., & Tilly, W. D. (2010). Keeping RTI on track: How to identify, repair and prevent mistakes that derail implementation. LRP Publications.

Toward a histology of social behavior: Judgmental accuracy from thin slices of the behavioral stream.
This chapter focuses on thin slices and illustrates the efficiency of thin slices in providing information about social and interpersonal relations. A thin slice is “a brief excerpt of expressive behavior sampled from the behavioral stream.”
Ambady, N., Bernieri, F. J., & Richeson, J. A. (2000). Toward a histology of social behavior: Judgmental accuracy from thin slices of the behavioral stream. Advances in experimental social psychology, 32, 201-271.
The Past, Present, and Future of Curriculum-Based Measurement Research
This is a summary of curriculum based measures (CBM) and a history of the practice.
Fuchs, L. S. (2004). The Past, Present, and Future of Curriculum-Based Measurement Research. School psychology review.
Using Student Achievement Data to Support Instructional Decision Making
The purpose of this practice guide is to help teachers and administrators use student achievement data to make instructional decisions.
Hamilton, L., Halverson, R., Jackson, S. S., Mandinach, E., Supovitz, J. A., & Wayman, J. C. (2009). Using Student Achievement Data to Support Instructional Decision Making. IES Practice Guide. NCEE 2009-4067. National Center for Education Evaluation and Regional Assistance.
Linking Assessment and Instruction: Teacher Preparation and Professional Development
The National Comprehensive Center for Teacher Quality (TQ Center) has released an Issue Paper providing a framework and justification for effective ways that teachers can collect and use assessment data to make instructional decisions.
Hosp, J. (2010). Linking Assessment and Instruction: Teacher Preparation and Professional Development. National Comprehensive Center for Teacher Quality
The Cost-Effectiveness of Five Policies for Improving Student Achievement
This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.
Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation, 28(4), 416-436.
The cost-effectiveness of raising teacher quality.
This study examines the econometric impact of educational practices on student achievement.
Yeh, S. S. (2009). The cost-effectiveness of raising teacher quality. Educational Research Review, 4(3), 220-232.
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