Shavelson, R. J. (2008). Special Issue on embedded formative assessment. Applied Measurement in Education, 21(4), 295-314.
In this special issue of Applied Measurement in Education, researchers from the Stanford Education Assessment Laboratory and the Curriculum Research & Development Group (CRDG) at the University of Hawaii collaborated to explore embedded formative assessment in a national science curriculum. The articles in the special issue explore the following topics: 1) requirements to build and embed conceptually coherent formative assessments in a curriculum; 2) teacher implementation of formative assessment strategies after training experiences; 3) the impact of formative assessment on students’ learning, motivation, and conceptual change; and 4) lessons learned from the collaboration of curriculum developers and assessment developers to inform future work. Overall, the researchers maintain that formative assessment is a promising approach to support student learning, though it has a long way to go before it can be used effectively in classroom practice.
Culture of Collaboration, Formative Assessment