Discipline-Based Education Research Group Speaker Series
Accessibility Remediation
If you are unable to use this item in its current form due to accessibility barriers, you may request remediation through our remediation request form.
Date of this Version
2-28-2013
Document Type
Article
Citation
DBER Group Discussion on 2013‐02‐28
Abstract
Assessment as inquiry is a cyclical problem-solving stance that can be applied to instructional decision-making in any classroom. This presentation will provide the DBER attendees with a framework for using formative assessments to inform their ongoing instructional choices. I will define formative assessment and briefly discuss some mechanisms for data collection. I will provide six design features to keep in mind when creating formative assessments and analyzing the data gleaned from them. Finally, I will discuss work in which I am engaged that involves the integration of inquiry-based formative assessment in K-12 instruction to meet the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.
Comments
Copyright (c) 2013 Kathleen M. Wilson & Robert C. Calfee