On the Fidelity of Implementing Embedded Formative Assessments and Its Relation to Student Learning

By Erin Marie Furtak, Maria Araceli Ruiz-Primo, Jonathan T. Shemwell, C. Ayala, P. Brandon, R. Shavelson, Yue Yin. 2008

119 citations recorded by the source corpus.

Subfields: Education, Physical Therapy, Sports Therapy and Rehabilitation

View Paper: https://www.semanticscholar.org/paper/cbadd9e75c9f79317e2225bd54ba5f6a45d55438

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In Education

1. E. Klieme
2. G. Büttner
3. Jasmin Decristan
4. S. Hertel
5. A. Lash
6. E. Trumbull
7. M. Kunter
8. Ilonca Hardy

Citations in the corpus

• The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills * (2018, unknown): “…& Wiliam, 1998; Choi, Nam, & Lee, 2001; Crooks, Ozan, Kıncal / The Effects of Formative Assessment on Academic Achievement, Attitudes toward... 1988; Furtak et al., 2008; Herman, Osmundson, Ayala, Schneider, & Timms, 2006; Peterson & Siadat, 2009; Shepard, 2000; Taras, 2007; Wylie & Ciafalo, 2010;…”
• Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study (2016, unknown): “We would like to join Furtak et al. (2008) in their call for a fuller description of educational interventions, such that the reader would be able to replicate the intervention or at least judge both the type and quality of the intervention herself.”
• Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “At the other end of the spectrum of formative assessment are more formal pro cedures, such as specific prompts that require a written response and that are embedded in instruc tion at key points to help identify the next steps needed to advance student learning (Furtak et al., 2008).”
• Educational Assessment Knowledge and Skills for Teachers (2011, background): “In fact, if teachers do not help students analyze their own assessment results, meaningfully track and communicate about their own learning, and plan next steps, then formative assessment is not effective (Furtak et al., 2008; Torrance & Pryor, 1998).”
• Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding (2015, methodology): “Studies suggest that FA is effective in IBSE (Kingston & Nash, 2011), although its effect may depend on teachers’ ability to successfully implement formative assessment strategies (Furtak et al., 2008).”