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Publication Date

Summer 2019

Degree Type

Dissertation - Campus Access Only

Degree Name

Doctor of Education (EdD)




Brent . Duckor


educational leadership, English learners, formative assessment, instruction for English learners, professional development, professional development framework

Subject Areas

Educational leadership; Educational tests & measurements; English as a second language


This mixed methods study explored the teachers' beliefs on formative assessment in a small urban elementary school district in Northern California with a large population of English learners. Recent literature suggests the use of formative assessment as a way to improve teaching practices to support the demands of the most recently adopted College- and Career-Ready Standards in California as a vehicle to improve EL students' academic achievement. Teacher surveys and interviews were used to identify the teachers' beliefs of formative assessments for different student populations, teachers' beliefs of specific formative assessment strategies, and the benefits for EL students. Teachers' demographic data were collected to analyze if there were correlations between the teacher's years of teaching, ethnicity, and teachers' beliefs. Findings indicated that the majority of the participating teachers believe that formative assessment benefits all students equally. A second finding was the teachers believe that some FA strategies are more beneficial than others for EL students. The third finding indicated that there was no significant relationship between years of teaching experience, ethnicity, and teachers' beliefs. This study recommends a theory of action and provides a professional development framework to implement formative assessment with EL students and possibly improve teaching and learning for all students, but especially for EL students