The DOI matches its Crossref record; 16 of the 16 references it cites were found in a registry or an index.
The missing disciplinary substance of formative assessment
Abstract
We raise concerns about the current state of research and development in formative assessment, specifically to argue that in its concentration on strategies for the teacher, the literature overlooks the disciplinary substance of what teachers and students assess. Our argument requires analysis of specific instances in the literature, and so we have selected four prominent publications for consideration as examples. These, we show, pay little attention to the student reasoning they depict, presume traditional notions of “content” as correct information, and treat assessment as distinct from other activities of learning and teaching, even when they claim the contrary. We then offer an alternative image of formative assessment centered on attention to disciplinary substance, which we illustrate with an example from a high school biology class. Assessment, we contend, should be understood and presented as genuine engagement with ideas, continuous with the disciplinary practices science teaching should be working to cultivate. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1109–1136, 2011
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Cites
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“Regardless, there is widespread and consistent acknowledgment that assessment should be an ongoing, inherent aspect of teaching and learning (Popham, 2008; Shepard, 2000; Gipps, 1994).”
BackgroundFormative assessment: a critical review
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Inquiry, modeling, and metacognition: making science accessible to all students
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Cited by
Developing a STEM identity among young women: A social identity perspective
Kim, A. Y., Sinatra, G. M., & Seyranian, V. (2018) · Review of Educational Research · doi:10.3102/0034654318779957 · Cited by 390
Learning to Feel Like a Scientist
JABER, L. Z., & HAMMER, D. (2016) · Science Education · doi:10.1002/sce.21202 · Cited by 225
Self-citationFurtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de León, V., Morrison, D., & Heredia, S. C. (2016) · Instructional Science · doi:10.1007/s11251-016-9371-3 · Cited by 160
Characterizing the formative assessment enactment of experienced science teachers
Dini, V., Sevian, H., Caushi, K., & Orduña Picón, R. (2020) · Science Education · doi:10.1002/sce.21559 · Cited by 61
Datnow, A., Lockton, M., & Weddle, H. (2021) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100869 · Cited by 31
Metadata
- Authors
- Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T.
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2011-09-07
- Volume
- 48
- Issue
- 10
- Pages
- 1109-1136
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W2096200540
- Cited by
- 287
- References
- 16
- FWCI
- 48.76
- Type
- journal article
- Language
- en
- Open access
- closed
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