ABSTRACT

To promote and support teachers’ professional growth in using formative assessment practices in the classroom, we developed and piloted a suite of materials which consists of a set of rubrics for ten dimensions of formative assessment and six self-reflection/peer-observation tools. We describe the iterative development process, the design decisions and challenges, and the findings from an early pilot in which twenty-four educators from five states used the materials. We also report on a content validation study was conducted with seven subject matter experts who confirmed the importance of the ten formative assessment dimensions and did not identify any significant omissions. Finally we have preliminary findings from a group of teachers who engaged with a set of training modules to support their understanding of the rubrics before applying them to classroom practice through peer observation and feedback.

摘要

为了促进和支持教师在课堂上使用形成性评估实践的专业发展，我们开发并试用了一套材料，其中包括一组用于十个维度的形成性评估的专栏和六个自我反省/同伴观察工具。我们描述了迭代的开发过程，设计决策和挑战以及早期试验的发现，该试验来自五个州的二十四名教育工作者使用了这些材料。我们还报告了与七位主题专家进行的内容验证研究，他们确认了十个形成性评估维度的重要性，但未发现任何重大遗漏。