Informal Formative Assessment and Scientific Inquiry: Exploring Teachers' Practices and Student Learning

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Formative assessment as practice: the role of students’ motivation (2020, background): “Feedback is an evident source of information for attribution as it helps to identify and solve students’ misconceptions during classroom discussions (Ruiz-Primo and Furtak 2006; Black and Wiliam 2009; Wylie and Lyon 2015).”
A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in Education (2009, background): “Ruiz-Primo and Furtak (2006) found that students in classrooms where teachers engaged in assessment discussions performed significantly higher on embedded assessments and post-tests.”
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).”