A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies Page: 6
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formative assessment strategies: the students. Schunk (1989) posited in his study of
the relationship between student achievement and self-regulated learning that all
students deserve opportunities for success. Using different types of formative
assessments, such as short-cycle formative assessment, to build student confidence
and ultimately student academic knowledge is a process that enables students to
become successful, self-regulated learners (Schunk, 1989). With this in mind, teachers
need targeted instructional support, such as feedback from classroom observations and
professional development from school leaders, to improve formative assessment
practices, in particular, short-cycle formative assessment practices.
Researchers have suggested that, in the age of school accountability and the
relationship between accountability and the No Child Left Behind Act of 2001, more
teachers struggled with understanding how to demonstrate evidence of student learning
(e.g., Harlen, 2005; Roach, 2006; Linn, 2008). In the case of formative assessment,
research has shown that formative assessment increases student progression toward
mastery of the learning target (e.g., Black & Wiliam, 2003). Several researchers have
noted the importance of using formative assessment to determine the next steps a
teacher should take to ensure student success (e.g., Black & Wiliam, 1998; Popham,
2008). For example, Stiggins (2005c) stated, "Assessment for Learning turns the
classroom assessment process and its results into an instructional intervention
designed to increase, not merely monitor, student learning" (p. 1).
School leaders recognize that, in the case of closing achievement gaps, using
student summative assessment data as the only progress-monitoring tool to determine
if the gaps are closing may not be effective when the data is collected and reported only6
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Davis, Adreana Andrus. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies, dissertation, August 2017; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1011817/m1/15/?rotate=90: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .