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ERIC Number: EJ936752
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0380-2361
Formative Assessment and the Contemporary Classroom: Synergies and Tensions between Research and Practice
Volante, Louis; Beckett, Danielle
Canadian Journal of Education, v34 n2 p239-255 2011
Twenty teachers working in elementary and secondary schools were interviewed from 2 school districts in southern Ontario, Canada about their understanding and use of particular formative assessment strategies. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggested an imbalance in the use of formative assessment methods associated with improvements in student learning and achievement. Many teachers noted tensions in utilizing particular formative assessment strategies such as peer assessment and self-assessment. The discussion focuses on the implications for teacher education reform and in-service professional development so that greater synergy between formative assessment research and practice can be obtained in contemporary classrooms.
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada