Frohbieter, G., Greenwald, E., Stecher, B., & Schwartz, H. (2011). Knowing and doing: What teachers learn from formative assessment and how they use the information. (CRESST Report 802). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Frohbieter and colleagues examined the ways in which middle school mathematics teachers’ formative assessment (FA) practices vary based on the specific formative assessment program used. Data collection included multiple interviews to learn about teachers’ FA practices. Frohbieter and colleagues found differences in the information gathered when using each program, and found that teachers were more likely to effectively integrate FA practices if they were familiar with the system and if the system included ready-made assessments. The authors suggest that school leaders use these results to help make decisions about which or what kinds of FA systems to use and how to effectively implement them in middle schools.