Transformations in assessment and accountability policy in Colorado preK-12 education: The road to linking academic growth to teacher driven formative assessment practices.

摘要

Research on national, state, and local district level policies regarding the implementation of formative assessment practices at the classroom level have been relatively unexplored (Black & Wiliam, 2009). Further unexplored in the literature is linking individual formative assessment practices to levels of individual and classroom student growth rates. This study explored implementation factors of formative assessment practices at the classroom level. This study also explored which particular practices could be taught together in more manageable and teachable constructs. Finally, this study explored this gap in the research by analyzing the effect of a group of teacher's self perceived skill levels in utilizing formative assessment practices in their classrooms on individual student growth scores. Five rate of adoption factors, relative advantage, trialability, complexity, compatibility, and observability were linked to implementation rates of formative assessment practices at the classroom level. A total of 36 practices fell within nine components that emerged under three overarching formative assessment constructs. Analyzing a multiple regression and student fixed effect model there were 35 individual practices that had a statistically significant effect on either Colorado Student Assessment Program growth scores or Scantron Performance Series growth scores. This study has implications for hiring practices as well as formative assessment policy at the state and federal levels.