Moving Beyond the “Get it or Don’t” Conception of Formative Assessment

122 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, background): “When teachers name students’ mathematical thinking with specificity, they move beyond describing whether students had correct or incorrect answers (e.g., Crespo 2000) or beyond a ‘‘get it or don’t’’ conception of students’ thinking (Otero 2006, p. 247).”
Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “Existing research findings suggest that teachers’ assessment reasoning is often constrained by their prior conceptions of student learning and assessment (Brookhart, 2004; Otero, 2006), beliefs about fairness (Yung, 2001), pressures of accountability (Brickhouse & Bodner, 1992; Duschl & Wright, 1989”
An argument for formative assessment with science learning progressions (2018, background): “Researchers have identified a dichotomous (“gets it”/“doesn’t get it”; Otero, 2006) view of student understanding as both common in teachers’ interpretation of students’ ideas and problematic for formative assessment purposes (e.”
Preparing for the Plunge: Preservice Teachers’ Assessment Literacy (2011, background): “Other times, novice teachers identify students’ prior knowledge, but do not know how to use this information to inform their instruction ( Otero 2006 ).”