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The Educational Forum Volume 79, 2015 - Issue 2
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Essays

Recasting a Traditionally Summative Assessment as an Intentionally Formative Experience

Nicole A. BannisterEugene T. Moore School of Education, Clemson University, Clemson, South Carolina, USACorrespondence[email protected]
&
Sandra M. LinderEugene T. Moore School of Education, Clemson University, Clemson, South Carolina, USA
Pages 190-199 | Published online: 31 Mar 2015
 
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Abstract

Most preservice teachers have limited opportunities to apply the teaching practices explored in their teacher education programs. The case study examined in this article considers a novice teacher who optimized her experience in an early childhood classroom by intentionally engaging in formative assessment and reflective teaching.

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