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Formative Assessment in Focus: An Exploration of Theory and Practice.

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Title: Formative Assessment in Focus: An Exploration of Theory and Practice.
Authors: Riley-Lepo, Erin1 (AUTHOR) Rileylee@tcnj.edu, Barnes, Nicole2 (AUTHOR), Fives, Helenrose2 (AUTHOR)
Source: Teacher Educator. Jul-Sep2025, Vol. 60 Issue 3, p397-414. 18p.
Subject Terms: *Formative evaluation, *Student teachers, *Teacher educators, *Community of inquiry, *Student teaching
Abstract: We sought to understand how both scholars and practitioners conceptualized formative assessment. First, we conducted an umbrella review of scholar's definitions of formative assessment, as a proxy to understand how formative assessment is presented to preservice teachers in coursework. Then we engaged in an inquiry community with three university-based student teaching supervisors (supervisors) to understand how they conceptualized formative assessment, and the extent to which their conceptualizations mirrored the scholarly definitions. We organized our findings across five parameters (i.e., who, why, what, when, how) of formative assessment. While supervisors defined formative assessment along some of these parameters, their conceptualizations of formative assessment differed in two ways. There was variability in the supervisors understanding of what should be assessed with formative assessment and they emphasized the importance of accountability and validity in formative assessment. When synthesized, these findings provide a comprehensive framework for teacher educators. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Educator 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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  Data: Formative Assessment in Focus: An Exploration of Theory and Practice.
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  Data: <searchLink fieldCode="AR" term="%22Riley-Lepo%2C+Erin%22">Riley-Lepo, Erin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Rileylee@tcnj.edu</i><br /><searchLink fieldCode="AR" term="%22Barnes%2C+Nicole%22">Barnes, Nicole</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fives%2C+Helenrose%22">Fives, Helenrose</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Educator%22">Teacher Educator</searchLink>. Jul-Sep2025, Vol. 60 Issue 3, p397-414. 18p.
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  Data: We sought to understand how both scholars and practitioners conceptualized formative assessment. First, we conducted an umbrella review of scholar's definitions of formative assessment, as a proxy to understand how formative assessment is presented to preservice teachers in coursework. Then we engaged in an inquiry community with three university-based student teaching supervisors (supervisors) to understand how they conceptualized formative assessment, and the extent to which their conceptualizations mirrored the scholarly definitions. We organized our findings across five parameters (i.e., who, why, what, when, how) of formative assessment. While supervisors defined formative assessment along some of these parameters, their conceptualizations of formative assessment differed in two ways. There was variability in the supervisors understanding of what should be assessed with formative assessment and they emphasized the importance of accountability and validity in formative assessment. When synthesized, these findings provide a comprehensive framework for teacher educators. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teacher Educator 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.)
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              Text: Jul-Sep2025
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