The impact of formative assessment on student learning and teacher instruction

The purpose of this study was to investigate and describe the experiences of classroom teachers as they implement formative assessment strategies into their daily instructional lessons. Understanding the difference between assessment of learning and assessment for learning presents a challenging shift in practice for many educators. Current research indicates a focus on assessment for learning and innovations in formative assessment that can lead to improved student achievement. The participants in this study were teachers from the ABC school who teach reading, math and science. A mixed method research design was chosen in order to describe and report the instructional practices of teachers as they implement formative assessment practices into their daily lessons. Data was collected through surveys, interviews, and focus group discussions. The findings point to the necessity of providing increased coaching for teachers in the area of embedding formative assessment into the daily lesson. Teachers need more conversations around the connection between formative assessment and instruction. The study found that teachers do not necessarily understand formative assessment as a part of the instructional program and not a separate piece from instruction. The limitations of this study were the time available to work with the participants as well as the level of comfort of the participants in speaking candidly about their practice and understanding of the formative assessment process. This study contributes to the literature by enhancing the understanding and improved instructional practices of teachers relative to the attributes of formative assessment and using it as an intentional instructional process used to guide teacher instruction and student learning.