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Using constant comparison analysis, the study identifies emerging themes and indicates an imbalance in formative assessment practices tied to improvements in students’ learning and achievement. Many teachers report tensions when implementing strategies such as peer assessment and self-assessment. The discussion highlights implications for teacher education reform and ongoing professional development to strengthen alignment between formative assessment research and classroom practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/formative-assessment-and-the-contemporary-classroom-synergies-and-tensions-between-research-and-practice/596474/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/formative-assessment-and-the-contemporary-classroom-synergies-and-tensions-between-research-and-practice/596474.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What kind of participants and setting were used in the study?","Question",{"text":112,"@type":113},"The study interviewed twenty teachers from elementary and secondary schools in two districts in southern Ontario, Canada.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the analysis reveal about formative assessment use?",{"text":117,"@type":113},"Analysis using constant comparison identified emerging themes and suggested an imbalance in teachers’ use of formative assessment methods linked to improvements in learning and achievement.",{"name":119,"@type":110,"acceptedAnswer":120},"Which formative assessment strategies were associated with teacher tensions?",{"text":121,"@type":113},"Teachers noted tensions in using strategies such as peer assessment and self-assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596474,1792161263,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Formative assessment and the contemporary classroom: Synergies and tensions between research and practice  \nLouis Volante  \nBrock University  \nDanielle Beckett  \nBrock University  \nAuthor’s Note  \nThis research is funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) .  \nAbstract  \nTwenty teachers working in elementary and secondary schools were interviewed from 2 school districts in southern Ontario, Canada about their understanding and use of particular formative assessment strategies. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggested an imbalance in the use of formative assessment methods associated with improvements in student learning and achievement. Many teachers noted tensions in using particular formative assessment strategies such as peer assessment and self-assessment. The discussion focuses on the implications for teacher education reform and in-service professional development so that greater synergy between formative assessment research and practice can be obtained in contemporary classrooms.  \nDescriptors: Formative assessment; teacher knowledge; professional development.  \nRésumé  \nVingt enseignants travaillant dans des écoles primaires et secondaires, de 2 districts scolaires dans le sud de l'Ontario au Canada, ont été interrogés au sujet de leur compréhension et de leur utilisation de stratégies particulières d'évaluation formative.  \nL'analyse des entrevues a suivi une méthode de comparaison constante et a révélé unevariété de thèmes émergents. Les résultats suggèrent un déséquilibre dans l'utilisation deméthodes d'évaluation formative associé à l'amélioration de l'apprentissage des élèves et à leur réussite. De nombreux enseignants ont remarqué des tensions en utilisant notammentdes stratégies d'évaluation formative telles que l'évaluation par les pairs et l'autoévaluation. Le débat se concentre sur les implications d'une réforme de la formation desenseignants et du développement professionnel des enseignants en service, afin qu'une plus grande synergie entre la recherche et la pratique de l'évaluation formative puisse être obtenue dans les salles de classe contemporaine.  \nDescripteurs : évaluation formative, connaissances des enseignants, développement professionnel.  \nCANADIAN JOURNAL OF EDUCATION 34, 2 (2011): 239-255 ©2011 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nFormative assessment and the contemporary classroom: Synergies and tensions between research and practice  \nIn recent years, research has highlighted the importance of different phases of assessment and a divergence from the “teach, test, and hope for the best” model that has dominated schools (Earl, 2003; Harlen, 2007; Stiggins, 2008; Volante, 2010) . The rationale for this shift has been coupled with many hopeful signs that improvements in classroom assessment will contribute to the improvement of student learning (Black, Harrison, Lee, Marshall, & Wiliam, 2004). Nevertheless, it is only the consistent use of formative assessment (also known as assessment for learning) that has shown promise in improving student learning and achievement (Black & Wiliam, 2006; Earl & Katz, 2006; Assessment Reform Group, 2002) . Formative assessment practices are ongoing and take place during a lesson or unit of study. Examples might include a student completing a journal reflection, self-assessment of a performance, or submission for a draft of a final assignment. Conversely, summative assessment strategies (also known as assessment of learning) are those that primarily serve an evaluative function at the end of a unit or term. Summative assessment methods are typically traditional paper-and-pencil measures such as quizzes, tests, exams, essays, or projects that form a portion of a student’s final grade. For example, many secondary students in North America complete a final exam that is worth a significant ","cbCaipKJAQX1Czsq","https://ap.wps.com/l/cbCaipKJAQX1Czsq","pdf",96588,17,"English","# Author’s Note\n# Abstract\n# Formative assessment in classroom practice\n## Formative vs. summative assessment","[{\"question\":\"What kind of participants and setting were used in the study?\",\"answer\":\"The study interviewed twenty teachers from elementary and secondary schools in two districts in southern Ontario, Canada.\"},{\"question\":\"What did the analysis reveal about formative assessment use?\",\"answer\":\"Analysis using constant comparison identified emerging themes and suggested an imbalance in teachers’ use of formative assessment methods linked to improvements in learning and achievement.\"},{\"question\":\"Which formative assessment strategies were associated with teacher tensions?\",\"answer\":\"Teachers noted tensions in using strategies such as peer assessment and self-assessment.\"}]","Formative assessment and the contemporary classroom: Synergies and tensions between research and practice | PDF",1792083147,43]