While research has shown for over a decade that teachers who engage in formative assessment (FA) practices may have the most powerful impact on student learning (Black & Wiliam, 1998; Hattie, 2012) less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their practice. Our qualitative case study focuses on how in-service middle school math teachers take up the specific moves (Author, 2014a) associated with formative assessment practice as they plan, enact, and reflect on their practices as part of a FA-focused professional development cycle of inquiry. The study found that participants’ structured self-analysis of their videotaped instruction before group reflection was critical to influencing reflection and practice.
Brent Duckor, Carrie Holmberg, and Joanne Becker. "Binning for Equity and Access: Formative Assessment–Focused Teacher Professional Development for Middle School Mathematics Classrooms" American Educational Research Association (AERA) Annual Meeting (2016).