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). Yet less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their questioning practices. Our qualitative case study focuses on how in-service middle school math teachers take up three specific moves (Author A, 2014) associated with formative assessment practice as as part of a video-based cycle of inquiry project. The study found focusing participants’ planning and reflection through the lens of a moves-based framing of formative assessment heightened participants’ attention on fostering more equitable learning opportunities for students.
Brent Duckor and Carrie Holmberg. "Unpacking Teacher Practice Through a Moves-Based Formative Assessment Framework Using Video-Based Cycles of Inquiry" American Educational Research Association (AERA) Annual Meeting (2018). doi:10.302/1320635