Time: 12:00-1:30 p.m. ET
Description: REL Central will deliver this presentation at the annual meeting of the American Educational Research Association (AERA). The presentation will involve a discussion of the practical implications of formative assessment effectiveness research in grades 1-6. Formative assessment effectiveness is a timely topic for state and district leaders as they develop implementation plans for the Every Student Succeeds Act (ESSA) that include approaches to supporting school-based practitioners (Shepard, Penuel, & Davidson, 2017). This presentation will address one overarching research question: What effectiveness claims can we responsibly make about formative assessment? The research that presenters will discuss improves on prior research by (1) precisely defining formative assessment, (2) considering whether studies of the impact of formative assessment were conducted with sufficient quality to support causal inferences, and (3) describing concrete instantiations of effective formative assessment. The presentation will be part of a session entitled Current Directions and New Insights in Formative Assessment, which will include seven paper presentations.
Audience: Education researchers who attend the AERA conference.
Speakers: Mary Klute and Helen Apthorp, Marzano Research
Report Citation: Klute, M., Apthorp, H., Harlacher, J., & Reale, M. (2017). Formative assessment and elementary school student academic achievement: A review of the evidence (REL 2017-259). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Retrieved from link
