Understanding Formative Instruction by Design


Formative instruction has proven to be a remarkably difficult practice to implement in schools. This paper explores teachers’ thinking in their uses of a new data analysis tool to enact evidence-based instructional practices, describing 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.

Proceedings of the 9th International Conference of the Learning Sciences