The use of formative assessment by teachers and principals provides an on-going process that guides instruction by simultaneously checking for conceptual understanding and adjusting how the material is taught based on what is observed. Consequently, this type of assessment is an instructional process for addressing the achievement gap through observation, feedback and ongoing adjustment of instruction. The research in this area has predominately focused on better defining the term and its use. This qualitative study asked principals to share their perceptions of teachers regarding the use of formative assessment in the classroom to guide instruction. Furthermore, principals were queried regarding their perception of formative assessment as an equity tool that supported their efforts in leading socially just schools. Findings suggest that formative assessment training is an area that teachers are in need of further training. Through instructional perseverance, principals are able to work towards transforming the mindset teachers to provide on-going quality assessments to guide instruction.
January 22, 2016
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