Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry

By Maria Araceli Ruiz-Primo, Erin Marie Furtak. 2007

448 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8939cd488bfc5a0562f977f2cda003e9ef46bb26

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, background): “…Spitzer, 2009), others on their ability to attend to student thinking and learning in a lesson (Levin, Hammer, & Coffey, 2009; Nicol & Crespo, 2004; Ruiz-Primo & Furtak, 2007; Star & Strickland, 2008; van Es & Sherin, 2002; van Zee & Minstrell, 1997), and others on the use of evidence to support…”
What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities (2016, background): “1993), provision of instructional explanations (Leinhardt 1989), and formative assessment (Ruiz-Primo and Furtak 2007).”
Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom (2013, background): “Ruiz-Primo and Furtak (2007) described questions that teachers use as informal formative assessment practices in their classrooms to gather information about students’ developing understanding in terms of the three components: eliciting, recognising and using.”
Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “Research findings by Ruiz-Primo and Furtak (2007) suggest that science teachers may emphasize some aspects of the epistemic domain (mainly process skills) over the conceptual domain in their informal formative assessment practices in the context of scientific inquiry.”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “When teachers ask diagnosing questions, they may play the role of evaluators in order to discern student understanding (Ruiz-Primo and Furtak 2007).”
On the Fidelity of Implementing Embedded Formative Assessments and Its Relation to Student Learning (2008, background): “The teacher’s role therefore is to promote reasoning, by asking students to provide explanations and justifications, probing for deeper meaning, and comparing/contrasting student ideas (Ruiz-Primo & Furtak, 2006; 2007).”
Preparing for the Plunge: Preservice Teachers’ Assessment Literacy (2011, background): “Dexterity with science content also allowed them to apply a variety of pedagogical strategies to help increase their students’ understanding of science concepts. Ruiz-Primo and Furtak (2007) study of”
Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks - eScholarship (2014, background): “We refer here to structured forms of written assessment (as opposed to assessing through instructional conversations, e.g.) that are designed in advance by the teacher (see Ruiz-Primo & Furtak, 2007).”
Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science (2009, methodology): “…assessment design requires not only deep content knowledge and knowledge for teaching but also knowledge of properties of valid, fair, and reliable tests (Hunt & Pellegrino, 2002; McMunn, McColskey, & Butler, 2004; Ruiz-Primo & Furtak, 2007; Shepard, 1997; Yarnall, Shechtman, & Penuel, 2006).”
Preservice elementary teachers' views of their students' prior knowledge of science (2008, methodology): “Research has shown that teachers who elicit, recognize, and actually use students’ ideas in their instruction show greater student achievement than those who do not ( Ruiz-Primo & Furtak, 2007 ).”
Differential effects of three professional development models on teacher knowledge and student achievement in elementary science (2012, background): “…to assess student thinking can learn to use evidence from their students' work to revise their teaching strategies, and student performance can improve as a result (Aschbacher & Alonzo, 2006; Gearhart et al., 2006; Gerard, Spitulnik, & Linn, 2010; Kazemi & Franke, 2004; Ruiz-Primo & Furtak, 2007).”
Scaffolding student learning: A micro-analysis of teacher–student interaction (2013, methodology): “In the PDP, the teachers worked on their scaffolding skills using the model of contingent teaching (Van de Pol, Volman, & Beishuizen, 2012, based on Ruiz-Primo & Furtak, 2007).”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “…in our study is that the degree of contingency increased significantly for those teachers who worked with the MCT. Adapting support to student understanding and building upon student understanding have been shown in previous research to be difficult for teachers (e.g., Ruiz-Primo & Furtak, 2007).”