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EJ853798 - From Evidence to Action: A Seamless Process in Formative Assessment?

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ERIC #:	EJ853798
Title:	From Evidence to Action: A Seamless Process in Formative Assessment?
Authors:	Heritage, Margaret; Kim, Jinok; Vendlinski, Terry; Herman, Joan
Descriptors:	Formative Evaluation; Educational Testing; Inferences; Mathematics Instruction; Elementary Secondary Education; Pedagogical Content Knowledge; Student Evaluation; Evaluation Methods; Educational Assessment; Measurement; Evaluation Utilization; Test Use; Diagnostic Tests; Educational Principles; Evidence; Teaching Methods
Source:	Educational Measurement: Issues and Practice, v28 n3 p24-31 Fall 2009
More Info: Help Peer Reviewed:	Yes
Publisher:	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Date:	2009-00-00
Pages:	8
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	Based on the results of a generalizability study of measures of teacher knowledge for teaching mathematics developed at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles, this article provides evidence that teachers are better at drawing reasonable inferences about student levels of understanding from assessment information than they are at deciding the next instructional steps. We discuss the implications of the results for effective formative assessment and end with considerations of how teachers can be supported to know what to teach next.
Abstractor:	As Provided
Reference Count:	24

Note:	N/A
Identifiers:	California
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0731-1745
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://dx.doi.org/10.1111/j.1745-3992.2009.00151.x

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