To enhance the effectiveness of formative assessment and self-regulated learning, this study focused on evaluative judgement. A process for developing evaluative judgement and co-regulation had proposed. However, this co-regulation and evaluative judgement model lacks validation for use in classroom settings; the process of developing evaluative…

Social contagion has been documented across various domains. However, this phenomenon has not been explored in relation to formative assessment in schools. This study examines the social contagion of school teachers' formative assessment practices and self-efficacy. A sample of 296 teachers from 12 Hong Kong primary and secondary schools…

We investigated the promise of a novel approach to formative writing assessment at scale that involved an automated writing evaluation (AWE) system called MI Write. Specifically, we investigated elementary teachers' perceptions and implementation of MI Write and changes in students' writing performance in three genres from Fall to Spring…

Formative assessment is an important driver in supporting children's writing development. This paper describes a writing rubric designed for use by teachers to formatively assess the writing of children in Pre-K to Grade 2, how the rubric was received by teachers, and its implementation in classrooms. Writing samples from 337 children in 33…

This article reports on the implementation of a formative assessment tool (the Writing Engagement Scale, or WES) in grades 3-5 in schools in the United States. We used confirmatory factor analysis (CFA) to collect validity evidence for the WES for our population. Results demonstrated acceptable validity and reliability. In addition, survey results…

This study evaluated the validity of a multi-dimensional measure of motives for writing. Based on an earlier instrument and theoretical conceptualisations of writing beliefs, we developed the Writing Motivation Questionnaire (WMQ). A sample of 2,186 fourth- (558 girls; 521 boys) and fifth-grade students (546 girls; 561 boys) completed 28 writing…

Written expression curriculum-based measurement (WE-CBM) is a formative assessment approach for screening and progress monitoring. To extend evaluation of WE-CBM, we compared hand-calculated and automated scoring approaches in relation to the number of screening samples needed per student for valid scores, the long-term predictive validity and…

We propose a framework designed to guide the development of automated writing practice and formative evaluation and feedback for young children (K-5th grade) -- the early Automated Writing Evaluation (early-AWE) Framework. e-AWE is grounded on the fundamental assumption that e-AWE is needed for young developing readers, but must incorporate…

This paper describes the enlargement of the initial conception of formative assessment with reference to constructivist, sociocultural and situated theories of learning and the concept of co-regulation. It reviews research on student involvement in formative assessment practices (self-assessment, peer assessment, whole-class discussions of…

Learning to solve subtraction problems that require borrowing (e.g., 83-57=) is challenging, and these problems often cause 'bridging' errors, such as the smaller-from-larger error. This study explores how bridging errors in subtraction are related to students' mathematical ability. The study involved 694 third-grade students and 35 teachers from…

Proficiency in educational assessment has come to be viewed as a core competency for all teachers. This article identifies a novel means of strengthening teachers' capability in one key aspect of educational assessment: what is variously termed "assessment for learning," or "formative assessment." It explores how involvement in…

The power of portfolios in enhancing student motivation is frequently emphasised. Portfolios are conceptualised as a tool to implement Assessment for Learning (AfL) in classroom practice. However, the relation between portfolios and AfL on the one hand, and student motivation on the other hand, is complex and subject to many assumptions. This…

We present data from a larger longitudinal study, focusing on researchers' and teachers' collaborative design and implementation of assessments for learning (AfL), including student self-assessments, to support self-regulated learning (SRL) during classroom writing activities. We focus on students (N = 112) when they were in Grade 3. The study…

Currently, kindergarten education is shaped by two priorities: (1) the recognition that early learning must maintain a developmental orientation and support socio-personal growth; and (2) a growing emphasis on standards-based curriculum and the use of assessment to support children's learning. While some researchers have argued these two…

Individual written feedback in the form of teacher marking of student classwork is widely understood to benefit students, but remains under-researched. We analysed how 1736 student science activities within 82 seventh-grade classrooms from a representative sample of 57 primary schools in Buenos Aires, Argentina, were marked. Results indicated that…