Six early childhood education teacher candidates observed formative assessments in six elementary classrooms across three counties. They found that formative assessments were most often used to inform grouping students and providing remediation. The teachers said formative assessments should be used constantly and quickly to know if students understand concepts and whether to move on or review material. For formative assessments to be effective, teachers must use the data to drive decisions and instruction.

1. WHERE DO WE GO FROM HERE? LEARNING TO DRIVE DECISIONS AND INSTRUCTION
BY INVESTIGATING FORMATIVE ASSESSMENT IN ELEMENTARY CLASSROOMS
Heather N. Floyd, Chelsi L. George, Courtney M. McHughes,
Gabrielle R. Sheridan, Adrianna A. Wimpey, Rebecca D. Wylie, Ashley C. Carr
WHAT?
METHODOLOGY
FUTURE RESEARCH
LITERATURE
Division of Education
Teacher Preparation Program
QUESTION
REFERENCES
DATA
Barge, J. (2012). Georgia Department of Education Teacher Keys
Effectiveness System Fact Sheets. Retrieved from
http://www.gadoe.org/School-Improvement/Teacher-and-Leader-
Effectiveness/Documents/TKES%20Fact%20%20Sheets%207-11-
2012.pdf
Chapman, C., & King, R. (2005). Differentiated assessment strategies:
One tool doesn't fit all. Corwin Press.
Heritage, M. (2007). “Formative Assessment: What Do Teachers Need to
Know and Do?”. Phi Delta Kappan, Vol. 89, No. 2, pp. 140- 145.
Kryza, K., Duncan, A., Stephens S.J. (2010). Differentiation for Real
Classrooms: Making it Simple Making it Work. Thousand Oaks, CA:
Corwin.
Riley-Ayers, S. (2014). Formative assessment: Guidance for early
childhood policymakers (CEELO Policy Report). New Brunswick, NJ:
Center on Enhancing Early Learning Outcomes.
Sagor, R. (1992). How to conduct collaborative action research.
Arlington, VA: Association for Supervision and Curriculum
Development.
Salvia, J., Ysseldyke, J., & Bolt, S. (2012). Assessment: In special and
inclusive education. Cengage Learning.
Stiggins, R. & DuFour R. (2009). “Maximizing the Power of Formative
Assessments”. Phi Delta Kappan, Vol. 90, No. 9, pp. 640- 644.
Tobey, C. R. & Minton, L. (2011). Formative Assessment Probes for the
Elementary Classroom. New Dehli: SAGE.
• What are the best ways to use technology for
formative assessment?
• What do school systems expect in regards to how
technology is used?
• How do we know if and/or when using formative
assessments are effective?
Using protocol constructed by YHC ECE teacher
candidates, observations and teacher interviews were
conducted in 6 elementary classrooms across three
counties in Georgia and North Carolina.
• 6 ECE teacher candidates as investigators
• 6 elementary classrooms (K-5)
• Observations: types of assessments used (what?),
implications of said assessments (how?)
• Interviews: with partner educators
How do teachers
use formative
assessment in
early childhood
education?
The primary reason to conduct action research in education is
to improve practice. The “actor” (teacher) engages in
reflective practice that will impact future actions. There is not
a “correct” answer in action research, rather, it is about
working to improve skills.
Action research reflects the dynamics of pedagogy as the art
and science of teaching. By analyzing existing practice and
identifying elements for change, actors gather evidence on
which to make informed rather than intuitive judgements and
decisions.
Collaborative action research, conducted by teams of
practitioners, is a process that enables teachers to: improve
student learning, improve their own practice, and contribute
to the development of their own profession (Sagor, 1992).
Action research is:
• Reflective
• Empowering
• Relevant
Formative assessment is ongoing
assessment used to gauge students’ prior
knowledge and uncover their
understandings and misconceptions (Tobey
& Minton, 2011). Formative assessment
can take place during or before the
learning happens. A teacher can then use
the information collected from the
assessment to “recognize needs, provide
assistance with skills, clarify directions,
motivate, and guide instruction” (Chapman
& King, 2005, p.63). From an
instructional perspective, formative
assessments can be used to help plan
meaningful learning activities, establish
organizational and grouping structures,
and mold the classroom environment
(Alberta, 2010). Four core elements of
formative assessment include identifying
the gap, feedback, student involvement,
and learning progression (Heritage, 2007).
“… if you don't
use it, then don't
do it.”
NOW WHAT?
ACTION RESEARCH
SO WHAT?
FUTURE PRACTICE
The conceptual framework of the YHC Teacher Preparation
Program includes experiential meaning making, pedagogical
understanding, and professional transformation. Participating
in action research engages in students in these three aspects
of teacher preparation.
With the recognition of pedagogy as the art and science of
teaching, the teacher candidates will take informed action in
the following ways:
• Become more familiar with game theory, instructional
technology, and digital game based learning
• Engage in professional development
• Use formative assessments in a timely manner
• Use formative assessment to inform differentiation
• Have clear intentions for the use of formative assessment -
know learning outcomes
Interview transcripts were analyzed for common
understandings or misconceptions. Observations were
analyzed to look for patterns in types and use of
assessments.
Data were compared to current literature on effective
formative assessment to look for convergence or
divergence. As previously agreed upon, results will be
shared with partner educators.
Formative assessments are part of the Georgia
Teacher Keys Effectiveness System (TKES).
In-service teachers are evaluated on their
effectiveness at providing formative and
summative information needed to monitor
student progress and adjust instruction (Barge,
2012). Georgia teachers are expected to
analyze student assessments and interpret
information from assessments to guide
instruction and gauge student progress. TKES
define formative assessment as an assessment
that is integral to the instructional process to
help teachers adjust and modify their teaching
practices so as to reflect the progress and
needs of the students.
“If you don't use
it, it's worthless.”
“Formative
assessment is
ineffective if you
don't use it to
drive your
decisions and
instruction.”
When teachers set up and monitor the
progression of students towards academic sub
goals it can guide them in the right direction
towards their most culminating academic goal.
Assessments observed most often
informed:
- Grouping
- Remediation
Chapman and King (2005) suggest using a
variety of assessment to enhance interest,
engage students, and motivate students.
29 variations of formative
assessments observed:
- 12 technology based
- 9 game based
WHAT 6 ECE TEACHERS SAID MOST ABOUT FORMATIVE ASSESSMENT
OCCURENCES THEME SYNETHESIS
29 KNOW(LEDGE) Knowing the material (both student and teacher); Knowing
whether or not to move on with the material or if you need to go
back and review
26 TIME Formative assessment is done constantly in the classroom
16 REVIEW A result of formative assessment; if students perform poorly on
the formative assessment they go back and revisit/ review the
concept
11 NEXT Formative assessment informs what comes next and determines a
teacher's instructional decisions
10 QUICK Formative assessments should be quick and not take much time
In order for formative assessment to be effective in the classroom, teachers must
understand what it can be used for and how it’s uses can lead to a successful
academic performance in students. According to Stiggins and DuFour (2009) it is
characterized as “the most powerful instructional tools available to a teacher or
school for promoting student achievement” (p. 640).