Getting Assessment Right at the Classroom Level: Using Formative Assessment for Decision Making.

摘要: Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training effective use, and is too far removed from students to actually influence instructional practice. This qualitative case study was designed gain a better understanding of district-wide, teacher-centered approach use. Findings suggest that when used “inform” instruction rather than “evaluate” instruction, begin practice reflective teaching. A common language emerged across grade levels facilitating collaborative Using the theoretical framework Self-Determination Theory, we propose informed model stakeholders in K-12 education systems can enhance learning at classroom level. particular importance as build collective capacity by meeting psychological needs autonomy, competence, relatedness.