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While student portfolio assessment was used in Year 9 mathematics lessons, attention focuses on sharing learning criteria, activating students as resources, and delivering feedback that advances learners. Findings suggest differing levels of formative assessment uptake and emerging understanding.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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formative assessment actions were observed in the Year 9 mathematics classrooms?","Question",{"text":62,"@type":63},"The observations focused on clarifying and sharing learning criteria intentions and criteria for success, activating students as instructional resources, and providing feedback that moves learners forward.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the study connect teachers’ beliefs to their classroom practices?",{"text":67,"@type":63},"It investigates whether teachers’ beliefs about teaching and assessment align with and map onto the formative assessment actions they enact in their teaching.",{"name":69,"@type":60,"acceptedAnswer":70},"What overall outcome does the study suggest about formative assessment strategies?",{"text":71,"@type":63},"Better use of formative assessment strategies is implicitly linked to more interactive lessons, and productive beliefs may support more readily implemented formative assessment 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Teachers use Formative Assessment Strategies during Teaching: Evidence from the Classroom\u003Cbr>Hem Chand Dayal\u003Cbr>The University of the South Pacific\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, and the Secondary Education Commons |  |\n\nRecommended Citation  \nDayal, H. C. (2021) . How Teachers use Formative Assessment Strategies during Teaching: Evidence from the Classroom. Australian Journal of Teacher Education, 46(7) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n7.1](http://dx.doi.org/10.14221/ajte.2021v46n7.1)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss7/1](https://ro.ecu.edu.au/ajte/vol46/iss7/1)  \nHow Teachers Use Formative Assessment Strategies During Teaching:  \nEvidence from the Classroom  \nHem Chand Dayal  \nThe University of the South Pacific  \nAbstract: Using lesson observations, the study reported in this article  \nexplores how two practising secondary mathematics teachers  \nimplemented formative assessment actions in their classroom  \nteaching. The study also investigated whether teachers’ beliefs about  \nteaching and assessment could be mapped onto their classroom  \npractices. In particular, while the two teachers were implementing  \nstudent portfolio assessment in their own Year 9 mathematics lessons,  \nthe classroom observations focused on how they utilised formative  \nassessment actions such as clarifying and sharing learning criteria intentions and criteria for success; activating students as instructional resources; and, providing feedback that moves learners forward. The  \nfindings suggest that one of the teachers made better use offormative  \nassessment or assessment for learning actions while the other showed  \nan emerging understanding of such ideas. A holistic analysis of  \nteachers’ actions point to possible links to their beliefs about teaching  \nand assessment. These findings imply that some teachers may hold  \nproductive beliefs about teaching and assessment that support the use  \nformative assessment actions more readily. Such productive beliefs  \nprovide a useful platform for enacting better assessments inside  \nsecondary classrooms, given that there is paucity of research that  \ndeals with how secondary teachers make use offormative  \nassessments. The findings implicitly confirm that better use of  \nformative assessment strategies tend to result in more interactive  \nlessons.  \nIntroduction  \nAssessment in education has generally reflected a “measurement-driven” approach that serves purposes such as ranking students and keeping schools accountable (Watt, 2005; Popham, 2014; Carless & Lam, 2014; Wyatt-Smith & Klenowski, 2014) . With changes in our understandings about how children learn, these assessment methods have been challenged (NRC, 2000, 2001, 2005; Popham, 2014 ; Blackburn, 2017) . For example, the sociocultural approach to learning challenges the significance given to measurement-driven assessments (Smith, Hill, Cowie & Gilmore, 2014 Heritage 2014; Earl & Timperley, 2014; Cowie 2005; Willis & Cowie, 2014) and calls for a need for a change to different types of assessment techniques (Wyatt-Smith, Klenowski & Colbert, 2014; Popham 2014; Looney, 2014 ; Murchan & Shiel, 2017) . Formative assessments, or assessments for learning, often capture many other varieties of assessments that  \nteachers design and use. Formative assessment is an umbrella term that includes a variety of actions undertaken by teachers and/or students which provide information that can be used as feedback to guide teaching and learning (Black & Wiliam, 1998) . A further requirement proposed by Cowie and Bell (","cbCaibBcbHeQdezh","https://ap.wps.com/l/cbCaibBcbHeQdezh","pdf",308219,22,"English","# Abstract\n# Introduction\n## Measurement-driven assessment challenges\n## Formative assessment and feedback in teaching\n## Teachers' beliefs and classroom actions\n# Research aims and questions","[{\"question\":\"What formative assessment actions were observed in the Year 9 mathematics classrooms?\",\"answer\":\"The observations focused on clarifying and sharing learning criteria intentions and criteria for success, activating students as instructional resources, and providing feedback that moves learners forward.\"},{\"question\":\"How does the study connect teachers’ beliefs to their classroom practices?\",\"answer\":\"It investigates whether teachers’ beliefs about teaching and assessment align with and map onto the formative assessment actions they enact in their teaching.\"},{\"question\":\"What overall outcome does the study suggest about formative assessment strategies?\",\"answer\":\"Better use of formative assessment strategies is implicitly linked to more interactive lessons, and productive beliefs may support more readily implemented formative assessment actions.\"}]","Australian Journal of Teacher Education - Vol 46 - Issue 7 - Article 1 - How Teachers Use Formative Assessment Strategies During Teaching, Evidence from the Classroom | PDF",1792078373,55]