Developing Student Agency to Support Learning-Trajectory-Based Formative Assessment

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Author(s): Alison Castro Superfine (University of Illinois, Chicago, USA), Kathleen Pitvorec (University of Illinois, Chicago, USA)and Timothy Stoelinga (Loyola University Chicago, Center for Science and Math Education, Chicago, USA)
Copyright: 2020
Pages: 14
Source title: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Source Author(s)/Editor(s): Christie Martin (University of South Carolina, USA), Drew Polly (University of North Carolina, Charlotte, USA)and Richard Lambert (University of North Carolina, Charlotte, USA)
DOI: 10.4018/978-1-7998-0323-2.ch008

Keywords: Education / Information Science Reference / K-12 Education / Learning Assessment and Measurement

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Abstract

High-quality formative assessment practices depend on teachers having a clear sense of learning goals, an understanding of the learning trajectories students progress along toward these goals, criteria for assessing students' progress, and ways of using this information to inform instructional decisions. In this chapter, the authors describe efforts to support teachers' practice with a focus on learning trajectory-based formative assessment. These professional development efforts moved away from delivering professional development to teachers and evolved into professional learning with teachers as co-researchers and co-designers. The authors discuss this collaborative inquiry approach to supporting elementary teachers' understanding and use of learning trajectory-based formative assessment in mathematics classrooms, and share examples of the various forms of inquiry developed, and ways in which teachers engaged in these activities as part of the collaborative inquiry.

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Developing Student Agency to Support Learning-Trajectory-Based Formative Assessment

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