Teacher Formative Assessment

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

This book is compiled from the proceedings of the sixth summit entitled “Performance Feedback: Using Data to Improve Educator Performance.” The 2011 summit topic was selected to help answer the following question: What basic practice has the potential for the greatest impact on changing the behavior of students, teachers, and school administrative personnel?

This paper is a review of the literature on classroom formative assessment.

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.

This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.

The best formative assessment involves both students and teachers in a recursive process. It starts with the teacher, who models the process for the students. At first, the concept of what good work "looks like" belongs to the teacher. The teacher describes, explains, or demonstrates the concepts or skills to be taught, or assigns student investigations—reading assigned material, locating and reading materials to answer a question, doing activities or experiments—to put content into students' hands.

This paper examines how to measure teacher performance and the practices necessary for increasing teacher trust in systems designed to effectively measure performance.

This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.

To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity.  Typically, much greater attention has been given to identifying effective practices.  This review focuses on features of high quality implementation.

This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

This meta-analysis investigated the effects of formative evaluation procedures on student achievement. The data source was 21 controlled studies, which generated 96 relevant effect sizes, with an average weighted effect size of .70. The magnitude of the effect of formative evaluation was associated with publication type, data-evaluation method, data display, and use of behavior modification. Implications for special education practice are discussed.

High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that conventional view. The study finds that high-school grade point average (HSGPA) is consistently the best predictor not only of freshman grades in college, the outcome indicator most often employed in predictive-validity studies, but of four-year college outcomes as well.

Alternate assessment and instruction is a key issue for individuals with disabilities. This report presents an analysis, by assessment system component, to identify where and when flexibility can be built into assessments.

This report provides information on the preparation provided to teacher candidates from
teacher training programs so that they can fully use assessment data to improve classroom
instruction. 

This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.

Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.

This article discusses the current focus on using teacher observation instruments as part of new teacher evaluation systems being considered and implemented by states and districts. 

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

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. The author argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

This meta-analysis examines the impact of formative assessment.

This article provides a summary of measuring the fiscal impact of practices in education
educational policy.

The purpose of this paper is to provide a model for more effective data-driven decision making in classrooms, schools, and districts.

This is a study of classroom management on student engagement and achievement.

This report offers recommendations for the implementation of standards-based reform and outlines possible consequences for policy changes. It summarizes both the vision and intentions of standards-based reform and the arguments of its critics.

This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.

Formative assessment has the potential to support teaching and learning in the classroom. This study reviewed the literature on formative assessment to identify prerequisites for effective use of formative assessment by teachers. The review sought to address the following research question: What teacher prerequisites need to be in place for using formative assessment in their classroom practice?

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

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.

This literature review examines the impact of various instructional methods

This study evaluated the effects of performance feedback on increasing the quality of implementation of interventions by teachers in a public school setting.

This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.