The process of formative assessment describes the learning progression and interactions between students and teachers (Good, 2011). To have a significant impact on student learning, teachers must incorporate varying methods of evaluation to measure student progress and the effectiveness of instruction (Black, 2015). This action research study explored the use of formative assessment strategies in science, technology, engineering, and mathematics (STEM) classrooms in one comprehensive high school. Therefore, this study examined the STEM educator's perceptions regarding the professional development they received in the area of formative assessment. Additionally, this study explored the use of formative assessment during daily instruction and how it may impact future teacher instruction. The study revealed professional development was too lacking in useful detail to influence teacher perception significantly, formative assessment is used extensively during daily instruction and to guide lesson-planning; formative assessment influences teacher instruction day-to-day; and a direct correlation when it reveals a need for "re-teaching."
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