Improving the knowledge and use of formative assessment: A case study of a model of formative assessment in a K--3 science curriculum

As public schools across the country strive to meet the proficiency goals of No Child Left Behind, there is an increased interest in integrating knowledge and use of formative assessment as a method to raise student achievement. Since measures for Adequate Yearly Progress focus on language arts and mathematics, science curriculum may not receive the same emphasis when administrators and teachers plan school improvement to align standards-based curriculum and assessment. Yet embedded in science curriculum are inquiry approaches and assessment opportunities critical to increasing student achievement in all areas of curriculum.The intent of the study is to identify key factors of formative assessment missing from teacher practice and develop a model of effective practice to build assessment literacy.A case study approach was used to analyze research-based theory of formative assessment in a K-3 elementary school science program. To increase knowledge, the case study needed to include a model for professional development. To increase use, the model needed to be accessible, sensitive to curriculum and instruction, standards-based, and provide data for timely feedback for teacher and student interaction to promote student learning. This paper includes a literature review of theory and research of formative assessment used to design the model.Data was collected employing a mixed-method approach that used surveys, student work, and document reviews with direct observations and teacher interviews to triangulate evidence of teacher beliefs, dispositions and classroom practice of the participants.While the findings cannot be generalized because of statistically insignificant numbers in the study, there is useful evidence to consider when integrating formative assessment and classroom practice. The significant findings of this case study are: (1) Teachers cling to deeply held pedagogical beliefs of assessment as a tool for teacher use and accountability rather than as a method to involve students in a constructivist assessment environment. (2) Teachers do not feel the same accountability for science content standards as they do for standards in reading, writing, and math. (3) Student achievement is more favorably influenced by a balance of assessment methods. Frequency of use of assessment is not as significant to student performance as is the type of assessment selected. Increased student involvement with learning criteria and the formative assessment suggests improved performance on summative assessments. (4) Individual teacher competencies increase in a collaborative professional community and influence use of formative assessment practice.A case study of formative assessment is likely to show variations among staff with the fidelity of implementation. Continued practice, ongoing professional development and collaborative opportunity will improve knowledge and use of effective formative assessment practices.