Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers. We developed a coding scheme through a validation‐in‐use approach to characterize teachers' practices using three streams of data that included teachers' self‐interviews about the purposes and outcomes of their FAs, our analysis of their noticing/interpreting and acting, and their comments on intentions behind the teaching acts they considered significant. In contrast to cycles of eliciting‐noticing‐interpreting‐acting, we found noticing/interpreting to be central to FA enactment, driving teachers' eliciting or advancing acts. We characterized ways of noticing/interpreting as more authoritative or dialogic and observed that eliciting acts and advancing acts occurred along a similar range. Teachers' in‐the‐moment purposes and larger learning goals were synthesized as they made choices about teaching acts. The model is framed in terms of utility to teachers to examine their own FA practices, with the aim of becoming better equipped to strategically enact FA in intentional ways to achieve their purposes.

中文翻译：

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表征经验丰富的科学老师的形成性评估法

事实证明，教师使用形成性评估（FA）可以提高学生的学习成绩。但是，教师通过多种方式制定FA。我们研究了九位小学，初中和高中科学领域经验丰富的老师的课堂视频，旨在创建一种对老师有用的FA制定模型。我们通过使用中的验证方法开发了一种编码方案，以使用三类数据流来表征教师的行为，其中包括教师对FA的目的和结果的自我访谈，对他们的注意/解释和行动的分析以及他们对他们认为重要的教学行为背后的意图的评论。与引发-注意-解释-行动的周期相反，我们发现注意/解释对于FA制定至关重要，它驱动着教师的引发或促进行为。我们将注意到/解释的方式定性为更具权威性或对话性，并指出引发行为和推进行为的发生范围相似。在选择教学行为时，综合了教师的即时目的和更大的学习目标。该模型是根据对教师检查自己的FA实践的实用性来构架的，目的是变得更好地准备有意地以战略方式制定FA以实现其目标。