Teachers’ formative assessment abilities and their relationship to student learning: Findings from a four-year intervention study
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Various studies have pointed to mixed effects of formative assessment in classroom practice.
“Despite the evidence-based potential of formative assessment, various studies have pointed to its mixed effects in classroom practice”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Furtak et al., 2016
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · cited 5× · see citing works
“2011), questions alone may not be as instructive as targeted, informational feedback that has been shown to positively impact student achievement (Hattie and Timperley 2007).”
BackgroundResultInfluentialAssessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · see citing works
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882 · see citing works
Sufficient Sample Sizes for Multilevel Modeling
Maas, C. J. M., & Hox, J. J. (2005) · Methodology · doi:10.1027/1614-2241.1.3.86 · Cited by 3,582 · see citing works
The Role of Assessment in a Learning Culture
Shepard, L. A. (2000) · Educational Researcher · doi:10.3102/0013189x029007004 · Cited by 2,161 · cited 2× · see citing works
“In formative assessment, however, teachers build on student ideas and provide helpful feedback to move students forward in their learning (Shepard 2000).”
BackgroundFormative assessment: a critical review
Bennett, R. E. (2011) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2010.513678 · Cited by 1,498 · see citing works
Teachers developing assessment for learning: impact on student achievement
Wiliam *, D., Lee, C., Harrison, C., & Black, P. (2004) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594042000208994 · Cited by 664 · see citing works
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Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101602 · Cited by 330 · see citing works
Sedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101217 · Cited by 146 · see citing works
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 · see citing works
Hempel, B., Kiehlbaugh, K., & Blowers, P. (2020) · Education for Chemical Engineers · doi:10.1016/j.ece.2020.07.004 · Cited by 25 · see citing works
- Authors
- Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de León, V., Morrison, D., & Heredia, S. C.
- Affiliations
- University of Colorado Boulder (US)
- Technical University of Munich (DE)
- Exploratorium (US)
- Corresponding author
- Furtak, Erin Marie
- ORCID
- Venue
- Instructional Science
- Published
- 2016-04-16
- Volume
- 44
- Issue
- 3
- Pages
- 267-291
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2337237329
- Cited by
- 160
- References
- 7
- Citations by year
- 2026: 7 · 2025: 16 · 2024: 25 · 2023: 18 · 2022: 24 · 2021: 18 · 2020: 15 · 2019: 18 · 2018: 9 · 2017: 9 · 2016: 1
- FWCI
- 54.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Instructional Science (publishedVersion)
- OPUS (Augsburg University) (submittedVersion)
- Funders
- Directorate for Education and Human Resources (0953375)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- formative assessment, teacher professional development, high school biology teachers, natural selection, student thinking, feedback, learning progression, teacher learning communities, academic performance
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