Examining conceptual frameworks for understanding teacher learning in the domain of formative assessment
Publication Date
1-1-2022
Document Type
Contribution to a Book
Publication Title
International Encyclopedia of Education: Fourth Edition
DOI
10.1016/B978-0-12-818630-5.04063-X
First Page
581
Last Page
595
Abstract
The authors review the movement from formative evaluation toward formative assessment. The article explores the emergence of the formative assessment literature out of the authentic, portfolio-based, and alternative assessments reforms in the US context. Offering a set of conceptual frameworks—a characteristics, processes and facet-based perspective and a professional growth over time and developmental trajectories perspective—the authors note that while both perspectives are potentially complementary, the former has tended to yield nominal definitions of and aspirations for formative assessment (FA) practice, whereas the latter has focused attention on modeling teacher growth and exploring developmentally sensitive aspects/levels of FA practice.
Keywords
Assessment literacy, Authentic assessment, Education reform, Evaluation theory, Formative assessment, Learning progressions, Teacher development, Teacher learning
Department
Teacher Education
Recommended Citation
Brent Duckor and Carrie Holmberg. "Examining conceptual frameworks for understanding teacher learning in the domain of formative assessment" International Encyclopedia of Education: Fourth Edition (2022): 581-595. https://doi.org/10.1016/B978-0-12-818630-5.04063-X
