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ERIC Number: EJ1149036
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1938-2243
Formative Assessment and the Classroom Teacher: Recommendations for School Psychologists
Williams, Stacy A. S.; Stenglein, Katherine
School Psychology Forum, v10 n4 p359-370 Win 2016
In order for school psychologists to effectively work with teachers, it is important to understand not only the context in which they work, but to understand how educators consider and subsequently use data. Therefore, the purpose of this article is to examine how formative assessments are conceptualized in teacher training and pedagogical literature, and to compare this information to how such assessments are understood within school psychology literature. The goal is to identify common ground between the two perspectives, so that mutual talking points might be identified, thereby serving to facilitate the working relationships of teachers and school psychologists.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: Support Staff
Language: English
Sponsor: N/A
Authoring Institution: N/A