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ERIC Number: EJ917512
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-1062-7197
Locating Interim Assessments within Teachers' Assessment Practice
Riggan, Matthew; Olah, Leslie Nabors
Educational Assessment, v16 n1 p1-14 2011
Promising research on the teaching and learning impact of classroom-embedded formative assessment has spawned interest in a broader array of assessment tools and practices, including interim assessment. Although researchers have begun to explore the impact of interim assessments in the classroom, like other assessment tools and practices, they have been studied largely in isolation. Drawing on interview and classroom observation data for 32 teachers in two school districts, this article examines how teachers collect, interpret, and act on three types of assessment information: "short cycle" (Wiliam & Leahy, 2006) practices embedded within the flow of instruction, teacher-developed tools such as quizzes and homework assignments, and interim assessments. The article then describes the ways in which these types of assessment intersect within classroom practice and the degree to which teacher use of assessment tools or practices varies by type. (Contains 1 table and 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania