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ERIC Number: ED502630
Record Type: Non-Journal
Publication Date: 2008-Aug
Pages: 28
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: N/A
Formative Assessment and the Improvement of Middle School Science Learning: The Role of Teacher Accuracy. CRESST Report 740
Herman, Joan L.; Choi, Kilchan
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
This article articulates a framework for examining the quality of formative assessment practice and provides empirical evidence in support of one of its components. Based on a study of middle school science, the study examines the accuracy of teachers' judgments of students' understanding and the relationship of such accuracy to middle school students' learning. Analyses within and between teachers show a consistent, positive relationship between teacher accuracy and student learning. Study results lend support for the power of assessment in improving student learning and also suggest some potential challenges in assuring quality formative assessment practice. (Contains 6 tables, 3 figures, and 1 footnote.)
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing
Identifiers - Location: California