Date of Award/Publication
4-2011
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
First Supervisor
Gloria Jacobs
Abstract
This study examined the way teachers use formative assessment in the middle school classroom. Data was collected through field observations, teacher interviews, and reviewing written responses on student work. The findings showed that implementing formative assessment creates structure and engages students. The findings also show that the lack of formative assessment can cause resistance to what the teacher is trying to accomplish. Based on the literature reviewed and the research data, students engage and respond better to the use of formative assessments.
Recommended Citation
Stephens, Amanda, "Formative Assessment: Understanding Learning in the Middle School Classroom" (2011). Education Masters. Paper 39.
https://fisherpub.sjf.edu/education_ETD_masters/39
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.