Furtak, E. M., Ruiz-Primo, M. A., Shemwell, J. T., Ayala, C. C., Brandon, P. R., Shavelson, R. J., & Yin, Y. (2008). On the fidelity of implementing embedded formative assessments and its relation to student learning. Applied Measurement in Education, 21(4), 360-389.
The purpose of this study was to explore fidelity of implementation of embedded formative assessments and whether fidelity implementation was related to students’ learning. Participants were 6th and 7th grade physical science teachers. Teachers submitted weekly videotapes of their classroom instruction using formative assessment practices. These tapes were then coded to determine the fidelity of implementation. Student learning was measured using pretests administered at the beginning of the science course and posttests administered after instruction was complete. Findings revealed that fidelity of implementation varied depending on the type of embedded assessment. Furthermore, researchers found a moderate-high correlation between teachers’ fidelity of the embedded formative assessment and student learning. Furtak and colleagues maintain that in order to experimentally evaluate the effectiveness of a teaching strategy, researchers must ensure that teachers are able to enact the treatment in their classroom.