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? |
|---|---|
| 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] |
| Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183760977 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Is the Florida Assessment for Student Thinking Promoting Increased Formative Processes? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Figueroa%2C+Ana%22">Figueroa, Ana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> afigueroa@ut.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clearing+House%22">Clearing House</searchLink>. Jan/Feb2025, Vol. 98 Issue 1, p7-14. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Standardized+tests%22">Standardized tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+tests%22">Formative tests</searchLink><br /><searchLink fieldCode="DE" term="%22Every+Student+Succeeds+Act+of+2015+%28United+States%29%22">Every Student Succeeds Act of 2015 (United States)</searchLink><br /><searchLink fieldCode="DE" term="%22Universal+design%22">Universal design</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183760977 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00098655.2025.2470207 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 7 Subjects: – SubjectFull: Individualized instruction Type: general – SubjectFull: Formative evaluation Type: general – SubjectFull: Standardized tests Type: general – SubjectFull: Formative tests Type: general – SubjectFull: Every Student Succeeds Act of 2015 (United States) Type: general – SubjectFull: Universal design Type: general Titles: – TitleFull: Is the Florida Assessment for Student Thinking Promoting Increased Formative Processes? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Figueroa, Ana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan/Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00098655 Numbering: – Type: volume Value: 98 – Type: issue Value: 1 Titles: – TitleFull: Clearing House Type: main |
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