Formative Assessment Strategies in the Middle School Classroom
Kimberly W. Poe, North Carolina Agricultural and Technical State University, United States
North Carolina Agricultural and Technical State University . Awarded
The main purpose of this study is to identify common formative assessment practices that are in place at one middle school in rural North Carolina and make recommendations for how formative assessment practices can be improved upon in the future at this school and in other schools across the state. Formative assessment has been one of the main focuses of staff development across North Carolina this year. The North Carolina Department of Public Instruction created a training module titled North Carolina's Formative Assessment Learning Community's Online Network (NC FALCON) to administer a consistent training regimen to all teachers in North Carolina public schools. Teachers were encouraged to consider how they can incorporate this kind of assessment data into their daily instruction. This training module gave teachers an overview of what formative assessment is and how to implement it in the classroom. Even though formative assessment is an integral part of effective instruction, teachers are not using it to inform instruction in a way that impacts learning in the classroom.
Poe, K.W. Formative Assessment Strategies in the Middle School Classroom. Master's thesis, North Carolina Agricultural and Technical State University.
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