1,395
Views
3
CrossRef citations to date
0
Altmetric
Articles

An observation protocol of short-cycle formative assessment in the mathematics classroom

, &

References

  • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing. Washington, DC: American Educational Research Association.
  • Andrade, H. L. (2010). Students as the definitive source of culminating demonstrations of mastery. In G. L. Cizek and H. L. Andrade (Eds.), Handbook of formative assessment (pp. 90–105). New York, NY: Routledge.
  • Baker, S. K., Gersten, R., Haager, D., & Dingle, M. (2006). Teaching practice and the reading growth of first-grade English learners: Validation of an observation instrument. The Elementary School Journal, 107(2), 199–220. doi:10.1086/510655
  • Bitner, T., & Kratzner, R. (1995). A primer on building teacher evaluation instruments. Paper presented at the annual meeting of the Midwest Educational Research Association, Chicago, IL, 1–15.
  • Black, P. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9. doi:10.1177/003172170408600105
  • Black, P., & Harrison, C. (2001). Feedback in questioning and marking: The science teacher’s role in formative assessment. School Science Review, 82(301), 55–61.
  • Black, P., Harrison, C., Lee C., Marshall B., Wiliam D. (2003). Assessment for learning: Putting it into practice. New York, NY: Open University Press.
  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. doi:10.1080/0969595980050102
  • Black, P., & Wiliam, D. (2004). The formative purpose: Assessment must first promote learning. Yearbook of the National Society for the Study of Education, 103(2), 20–50. doi:10.1111/j.1744-7984.2004.tb00047.x
  • Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation & Accountability, 21(1), 5–31. doi:10.1007/s11092-008-9068-5
  • Bloom, B. (1956). Taxonomy of educational objectives: The classification of educational goals (1st ed.). Harlow, Essex, England: Longman Group.
  • Brookhart, S., Moss, C., & Long, B. (2008). Formative assessment that empowers. Educational Leadership, 66(3), 52.
  • Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation of interest and performance. Educational Psychology, 58, 1–14.
  • Cantor, A. B. (1996). Sample-size calculations for Cohen’s kappa. Psychological Methods, 1(2), 150–153. doi:10.1037/1082-989X.1.2.150
  • Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Thousand Oaks, CA: Sage Publications.
  • Cauley, K. M., & McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1–6. doi:10.1080/00098650903267784
  • Chappuis, S. (2009). The quest for quality. Educational Leadership, 67(3), 14–19.
  • Cizek, G. J. (2010). An introduction to formative assessment: History, characteristics, and challenges. In G. L. Cizek & H. L. Andrade (Eds.), Handbook of formative assessment (pp. 3–17). New York, NY: Routledge.
  • Cohen, J. (1960). A coefficient of agreement for nominal scores. Educational and Psychological Measurement, 20, 37–46. doi:10.1177/001316446002000104
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.): Techniques and procedures for developing grounded theory. Thousand Oaks, CA: SAGE Publications.
  • Eddy, C. M., & Harrell, P. E. (2013). AssessToday: A short-cycle formative assessment observation protocol. Copyright 2013.
  • Fleiss, J. (1971). Measuring nominal scale agreement among many raters. Psychological Bulletin, 76(5), 378–382. doi:10.1037/h0031619
  • Guskey, T. R. (2007). Closing achievement gaps: Revisiting Benjamin S. Bloom’s learning for mastery. Journal of Advanced Academics, 19(1), 8–31. doi:10.4219/jaa-2007-704
  • Gwet, K. L. (2010). Handbook of inter-rater reliability. Gaithersburg, MD: Advanced Analytics.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
  • Haynes, S. N. (2001). Clinical applications of analogue behavioral observation: Dimensions of psychometric evaluation. Psychological Assessment, 13(1), 73–85. doi:10.1037/1040-3590.13.1.73
  • Heitz, L. (2013). The validation of a short-cycle formative assessment observation protocol for science and mathematics instruction (Unpublished doctoral dissertation). University of North Texas, Denton, TX. Retrieved from http://homepages.se.edu/lheitz/files/2013/12/Heitz-Dissertation-October-2013.pdf
  • Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393–416. doi:10.1177/0013164405282485
  • Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140–145. doi:10.1177/003172170708900210
  • Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA: Corwin.
  • Heritage, M., Kim, J., Vendlinski, T., & Herman, J. (2009). From evidence to action: A seamless process in formative assessment? Educational Measurement: Issues & Practice, 28(3), 24–31. doi:10.1111/j.1745-3992.2009.00151.x
  • Kane, M. T. (2016). Validation strategies: Delineating and validating proposed interpretations and use of test scores. In S. Lane, M. Raymond, & T. M. Haladyna (Eds.), Handbook of Test Development (2nd ed., pp. 64–80). New York, NY: Routledge.
  • Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York, NY: Oxford University Press
  • Kieffer, K. M. (1999). An introductory primer on the appropriate use of exploratory and confirmatory factor analysis. Research in the Schools, 6(2), 75–92.
  • Korkmaz, I. (2009). The examination of elementary teachers' effectiveness of using questioning strategies in their classrooms. International Journal of Learning, 16(6), 513–522.
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174. doi:10.2307/2529310
  • Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Assessment, 63(3), 19–24
  • Levin, T., & Long, R. (1981). Effective Instruction. Washington, DC: Association for Supervision and curriculum Development.
  • Litwin, M. S. (1995). How to measure survey reliability and validity. The survey kit, 7. Thousand Oaks, CA: Sage.
  • Meisels, S. J., Atkins-Burnett, S., Xue, Y., Bickel, D. D., Son, S. H., & Nicholson, J. (2003). Creating a system of accountability: The impact of instructional assessment on elementary children’s achievement test scores. Education Policy Analysis Archives, 11(9). doi:10.14507/epaa.v11n9.2003
  • Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741–749. doi:10.1037/0003-066X.50.9.741
  • Miller, D., & Lavin, F. (2007). 'But now I feel I want to give it a try': Formative assessment, self-esteem and a sense of competence. Curriculum Journal, 18(1), 3–25. doi:10.1080/09585170701292109
  • Moskal, B., & Leydens, J. (2000). Scoring rubric development: Validity and reliability. Practical Assessment, Research, & Evaluation, 7(10). Retrieved from http://pareonline.net/getvn.asp
  • Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation what to do, what to say. Intervention in School and Clinic, 41(4), 218–227.
  • Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development. Upper Saddler River, NJ: Pearson.
  • McMillan, J. H. (2010). The practical implications of educational aims and contexts for formative assessment. In G. L. Cizek and H. L. Andrade (Eds.), Handbook of formative assessment (pp. 41–59). New York, NY: Routledge.
  • North Carolina Department of Public Instruction; McManus, S. (2008). Attributes of effective formative assessment. Washington, DC: Council of Chief State School Officers.
  • O’Malley, K., Morgan, B., Haidet, P., Seidel, C., Scheider, V., Morgan, R., et al. (2003). Validation of an observation instrument for measuring student engagement in health professional settings. Evaluation and the Health Professions, 26(1), 86–103. doi:10.1177/0163278702250093
  • Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Pryor, J., & Torrance, H. (1998). Formative assessment in the classroom: Where psychological theory meets social practice. Social Psychology of Education, 2(2), 151–176. doi:10.1023/A:1009654524888
  • Redfield, D. L., & Rousseau, E. W. (1981). A meta-analysis of experimental research on teacher questioning behavior. Review of Educational Research, 51(2), 237–245.
  • Rodriguez, M. (2004). The role of classroom assessment in student performance on TIMMS. Applied Measurement in Education, 17(1), 1–24. doi:10.1207/s15324818ame1701_1
  • Rowe, M. B. (1986). Wait times: Slowing down may be a way of speeding up. Journal of Teacher Education, 37(1), 43–50.
  • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–44.
  • Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. doi:10.3102/0013189X029007004
  • Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63(3), 70.
  • Shiman, D. A., & Nash, R. J. (1974). Questioning: Another view. Peabody Journal of Education, 51(4), 246–253.
  • Sim, J., & Wright, C. (2005). The kappa statistic in reliability studies: Use, interpretation, and sample size requirements. Physical Therapy, 85(3), 257–268.
  • Smith, S., Vannest, K., & Davis, J. (2011). Seven reliability indices for high-stakes decision making: Description, selection and simple calculation. Psychology in the Schools, 48(10), 1064–1075. doi:10.1002/pits.v48.10
  • Stellmack, M., Konheim-Kalkstein, Y., Manor, J., Massey, A., & Schmitz, J. (2009). An assessment of reliability and validity of a rubric for grading APA-style introductions. Teaching of Psychology, 36(2), 102–107. doi:10.1080/00986280902739776
  • Stevens, J. P. (2002). Applied multivariate statistics for the social sciences. Nahwah, NJ: Lawrence Erlbaum Associates.
  • Stiggins, R. (2006). Assessment for learning: A key to motivation and achievement. Edge: The Latest Information for the Education Practitioner, 2(2), 1–19.
  • Stiggins, R. (2009). Maximizing the power of formative assessments. Phi Delta Kappan, 90(9), 640. doi:10.1177/003172170909000907
  • Stiggins, R. (2010). Essential formative assessment competencies for teachers and school leaders. In G. L. Cizek and H. L. Andrade (Eds.), Handbook of formative assessment (pp. 233–250). New York, NY: Routledge.
  • Stiggins, R., & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps. Theory into Practice, 44(1), 11–18. doi:10.1207/s15430421tip4401_3
  • Taba, H. (1966). Teaching strategies and cognitive functioning in elementary school children. Retrieved from http://eric.ed.gov/?id=ED025448
  • Tienken, C. H., Goldberg, S., & DiRocco, D. (2009). Questioning the questions. Kappa Delta Pi Record, 46(1), 39–43.
  • Wilen, W. W., & Clegg, Jr., A. A. (1986). Effective questions and questioning: A research review. Theory & Research in Social Education, 14(2), 153–161. doi:10.1080/00933104.1986.10505518
  • Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11(3), 283–289. doi:10.1207/s15326977ea1103&4_7
  • Wiliam, D. (2010). An integrative summary of the research literature and implications for a new theory of formative assessment. In G. L. Cizek & H. L. Andrade (Eds.), Handbook of formative assessment (pp. 18–40). New York, NY: Routledge.
  • Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. doi:10.1016/j.stueduc.2011.03.001
  • Wiliam, D., & Black, P. (1996). Meanings and consequences: A basis for distinguishing formative and summative functions of assessment. British Educational Research Journal, 22(5), 537–48.
  • Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education Principles Policy and Practice, 11(1), 49–65. doi:10.1080/0969594042000208994
  • Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning. Nahwah, NJ: Lawrence Erlbaum Associates.
  • Wright, P., & Craig, M. (2011). Tool for Assessing Responsibility-based Education (TARE): Instrument development, content validity, and inter-rater reliability. Measurement in Physical Education and Exercise Science, 15, 204–219. doi:10.1080/1091367X.2011.590084
  • Yin, Y., Shavelson, R. J., Ayala, C. C., Ruiz-Primo, M., Brandon, P. R., Furtak, E. M., & Young, D. B. (2008). On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education, 21(4), 335–359. doi:10.1080/08957340802347845

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.