Scaffolding Formative Assessment Practices Using a Learning Progression for the Particle Model of Matter

Abstract

Incorporating formative assessment strategies in classroom instructional practices is challenging for teachers. This study investigates how a learning progression for the particle model of matter can be used to scaffold teachers in enacting formative assessment practices in their classrooms. Lesson observations of four teachers who participated in the study were conducted to capture teachers’ classroom practices. Also, semi-structured interviews were conducted with the teachers to determine their views and understandings of formative assessment, and to assess their views on using a learning progression to support the design of formative assessment. Thereafter, teachers participated in a professional development programme based on the Formative Assessment Design Cycle (FADC) that was aimed at empowering teachers with knowledge and skills to design and implement formative strategies in classrooms. Lesson observations were also conducted post-intervention to determine changes in teachers’ classroom formative assessment practices. The study found that teachers had limited understanding of formative assessment, had no knowledge of how a learning progression can be used to support design of formative assessment practices. While the teachers’ knowledge of formative assessment and their formative assessment practices improved after engaging in professional teacher development programme, there were still gaps in their knowledge and practices.