Journal of Education & Social Policy

How Formative Assessments Drive Instructional Decision Making in the Classroom
Dr. Whitney Perro, Dr. Anissa Harris, Dr. Sunddip Panesar- Aguilar (Corresponding Author)

Abstract
The purpose of this qualitative case study was to better understand the formative assessment processes that drive instructional decision making. The conceptual framework by Chappuis and influenced by Black and Wiliam includes the strategic process for successful formative assessment teaching and learning. The research questions explored the use of homework as a formative assessment in classrooms. Data collection included face- to-face interviews with 10 general education Grade 3-5 teachers in two different schools; a 2-week document analysis of homework assigned in language arts and mathematics; and a focus group of participants. The themes that emerged from the coded data identified ineffective teacher use of feedback, self-assessment, and learning targets—essential practices of the formative assessment process. Improving the formative assessment process for teaching and learning may encourage positive social change through promoting teacher self-efficacy and collaboration through a professional development paired with a professional learning community.

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