Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching. By surveying and interviewing five elementary school teachers, we identified specific barriers in using assessment information and 10 key needs from resources designed to support their formative assessment practice in science.
Zaidi, S. Z., Arnold, S., Lehman, E.M., & Strickland, C. (2022). Beyond the design of assessment tasks: Expanding the assessment toolkit to support teachers’ formative assessment practices in elementary science classrooms. In Chinn, C., Tan, E., Chan, C., and Kali, Y.(Eds.). International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices, Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, 1964-1965. Hiroshima, Japan: International Society of the Learning Sciences.