Is the Florida Assessment for Student Thinking Promoting Increased Formative Processes?
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| Title: | Is the Florida Assessment for Student Thinking Promoting Increased Formative Processes? |
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| Authors: | Figueroa, Ana1 (AUTHOR) afigueroa@ut.edu |
| Source: | Clearing House. Jan/Feb2025, Vol. 98 Issue 1, p7-14. 8p. |
| Subject Terms: | *Individualized instruction, *Formative evaluation, *Standardized tests, *Formative tests, Every Student Succeeds Act of 2015 (United States), Universal design |
| Abstract: | State stakeholders are evaluating the Florida Assessment for Student Thinking (FAST) two years after its implementation. With its unique three-stage progress monitoring system, FAST provides a comprehensive view of student performance, allowing educators to create effective and engaging learning experiences. In this article, the author provides a brief overview of standardized testing post the Every Student Succeeds Act (ESSA), examines the progress monitoring intervals, explores the diverse opportunities presented by formative assessments, critically analyzes the significant benefits of differentiated instruction in student learning, and evaluates the effectuality of the Universal Design for Learning (UDL) approach. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | State stakeholders are evaluating the Florida Assessment for Student Thinking (FAST) two years after its implementation. With its unique three-stage progress monitoring system, FAST provides a comprehensive view of student performance, allowing educators to create effective and engaging learning experiences. In this article, the author provides a brief overview of standardized testing post the Every Student Succeeds Act (ESSA), examines the progress monitoring intervals, explores the diverse opportunities presented by formative assessments, critically analyzes the significant benefits of differentiated instruction in student learning, and evaluates the effectuality of the Universal Design for Learning (UDL) approach. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00098655 |
| DOI: | 10.1080/00098655.2025.2470207 |
