Implications of planned formative assessment training in a science, math and humanities classroom

Abstract

The purpose of this Action Research project was to investigate the implications of implementing planned formative assessment in a high school classroom. This Action Research endeavor looked at seven teachers as they were trained and subsequently asked to utilize two Classroom Assessment Techniques in their individual classrooms and record information on their successes, failures and ideas. It was found that teachers were willing to implement new formative assessment techniques provided they took little time to prepare, implement and analyze. However, the information gathered from the formative assessments did not necessarily lead to a change in instructional technique. The project also showed that the level of engagement in the project was correlative with the number of relationships each teacher had with the individual leading the professional development.