Teacher Inquiry and Data-Informed Instruction - Research and Resources

This paper brings together current scholarship in organisational justice theory and recent findings from the classroom assessment fairness literature and discusses the relationship between justice and fairness with consideration for potential effects on students’ learning.

"This article examines evidence regarding the assessment learning of preservice teachers (PTs) in a new Master of Teaching designed to prepare teachers to address the less than equitable outcomes of certain groups of students in New Zealand."

"This article specifically analyses the multifold ways that
standardized testing disadvantages students of colour and students from
economically disadvantaged backgrounds."

This article discusses obstacles to culturally-responsive assessment for Indigenous students, describes examples of efforts in the U.S. and elsewhere to improve assessment for Indigenous students, explores the concept of “culturally-valid assessment,” and interleaves recommendations for going forward constructively within various sections of the paper.

This blog post gives ideas for using formative assessment to bring more equity, inclusion, and authentic participation

This article gives a definition of formative assessment and talks about how it relates to other pedagogical theories.

This article talks about issues with the concept of formative assessment, which is primarily that "the term 'formative assessment' does not yet represent a well-defined set of artifacts or practices." This article likely works best in conjunction with Black & Wiliam (2009).

This article summarizes Black & Wiliam (2009) and Bennett (2011). It's a research study of how a few teachers changed their practice after participation in a PD program on formative assessment and why formative assessment practice is complex.

This combines the theory of formative assessment with Vygotsky's theory of concept formation. It argues that teachers need to assess students knowledge of both academic concepts and experience-based concepts.

This reviews the literature review on Teacher-Directed Opportunities to Respond (TD-OTR), which includes things like questioning, gestures, and whiteboards. In general, giving students frequent opportunities to respond (especially if you ask the entire group) leads to increased engagement and achievement.

"This article evaluates the quality of the research on response cards (this includes whiteboards), and concludes that using response cards is an evidence-based practice"

"This article discusses a research study that finds that high-performing, high-poverty schools had more group opportunities to respond (including things like gestures and whiteboards) and lower negative feedback than lower performing schools. It focuses more on opportunities to respond as an engagement technique than as a technique to gather data."

This literature review discusses the evidence-based status of teacher-directed strategies to increase students' opportunities to respond (OTR) during whole-group instruction across the K-12 continuum.

This research article explores how students think, feel, and cope when making mistakes in the classroom.

Tools, advice, and best practices for formative assessment in distance learning.

Tools, advice, and best practices for formative assessment in distance learning.

"This paper presents two cases that demonstrate the design and implementation of using web videoconference for synchronous assessment in an educational research methods online course and an instructional video production online course."

This paper investigated student perceptions of the effectiveness of different types of formative assessment used in online learning environments

A review of the literature on online formative assessment and its benefits and limitations.

This is a chapter of The Distance Learning Playbook on feedback, assessment, and grading.

An overview of the literature that reviews and compares research on teacher inquiry and teacher design research, and ultimately suggests a method of teacher inquiry that can be used to develop technology-enhanced formative assessment.

Upgrade Your Teaching: Understanding by Design Meets Neuroscience answers these questions by merging insights from neuroscience with Understanding by Design (UbD), the framework used by thousands of educators to craft units of instruction and authentic assessments that emphasize understanding rather than recall.

The authors revisit their 1998 research and "propose a model whereby the design of educational activities and associated assessments is influenced by the theories of pedagogy, instruction and learning, and by the subject discipline, together with the wider context of education."

This article examines the concept of assessment as learning, It reconceptualizes summative and formative assessments into three assessment paradigms: assessment of, for, and as learning; and examines written feedback research with reference to the three assessment paradigms.

In this report, Hanover Research provides an overview of the research related to formative assessment and learning intentions’ impact on student achievement.

"We present a principled approach for designing classroom‐based assessments that not only assess deeper learning, but also provide teachers with critical information about how students are progressing toward achieving ambitious new learning goals."

Although this article is over 20 years old, it's a seminal piece about the effects of formative assessment and is still cited today.

Although this article is nearly 20 years old, it's a seminal piece about the effects of formative assessment and is still cited today.

"Learning-oriented assessment (LOA) evolved from both summative assessment and formative assessment, and its framework comprises three integrated components, assessment for learning, assessment as learning, and assessment of learning."

"Gupta discusses the concept of assessment as learning, where students learn, self-correct, and collaborate during the assessment." This article is primarily aimed at science teachers, but could be useful to other teachers as well.

"Instead of centering assessment within systems that support use of interim and end‐of‐year standardized tests, we argue for a vision of formative assessment based on discipline‐specific tasks and questions that can provide qualitative insights about student experience and thinking, including their identification with disciplinary practices."

Student-Engaged Assessment is not a single practice but an approach to teaching and learning that equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them

EL Education has more than 25 years of experience supporting school transformation through student-engaged assessment. With their new book, The Leaders of Their Own Learning Companion, they have harvested the best tools and wisdom from schools across the country to help you hone student-led assessment practices in your classroom and school.

"When students know how to learn, they are able to become their own teachers." --Nancy Frey, Douglas Fisher, and John Hattie Imagine students who describe their learning in these terms: "I know where I'm going, I have the tools I need for the journey, and I monitor my own progress."

This book helps teachers understand why typical methods to check for understanding are usually ineffective and how to use techniques that work better. Now, this edition goes further with new tips and tools to support implementation of formative assessment techniques that work in any subject area and grade level, for individual students or across multiple classrooms.