Formative assessment and instruction have turned out to be a remarkably difficult practice to implement in schools. Fundamental to this challenge is the fact that formative assessment is inherently a local, concrete instructional practice, as is the work or transforming assessment data into pedagogically responsive action. This paper explores teachers’ thinking in their uses of a new data analysis tool to enact evidence-based instructional practices. Furthermore, this paper describes the possible relationships between teachers’ existing beliefs, expertise, and routines and their construction of new practices. We show how current theories of assessment do not account for important aspects of formative instruction in practice and discuss the implications for teacher learning.

中文翻译：

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教师对学生理解的推理：教师通过设计学习形成性指导

事实证明，形成性的评估和指导在学校中很难实施。这一挑战的根本原因是，形成性评估本质上是一种本地的，具体的指导性实践，正如将工作或将评估数据转化为对教学有响应的行动一样。本文探讨了教师在使用新的数据分析工具制定循证教学实践中的思维方式。此外，本文描述了教师现有信念，专业知识和惯例与他们的新实践建构之间的可能关系。我们将展示当前的评估理论如何在实践中不解释形成性教学的重要方面，并讨论对教师学习的影响。