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Inquiry-Based Formative Assessment for Improving Student Learning

Using Informative Assessments towards Effective Literacy Instruction

ISBN: 978-1-78052-630-0, eISBN: 978-1-78052-631-7

Publication date: 28 March 2012

Abstract

Purpose – To provide pre-service and in-service teachers with a framework for using formative assessments to inform their literacy instructional practices.

Design/methodology/approach – Assessment as inquiry is a cyclical problem-solving stance that can be applied to instructional decision making in the classroom.

Findings – Teachers are urged to keep six design features in mind when creating formative assessments and analyzing the data gathered from them.

Practical Implications – This chapter is a helpful resource for teachers when evaluating their uses and analysis of classroom literacy assessments.

Originality/value – Teachers who apply the information in the chapter will gain a deeper understanding of each student's developing levels of literacy knowledge, skills, strategies, and dispositions. This information will facilitate a teacher's ability to better meet the needs of all students in his or her classroom.

Keywords

Citation

Wilson, K. and Calfee, R. (2012), "Inquiry-Based Formative Assessment for Improving Student Learning", Ortlieb, E. and Cheek, E.H. (Ed.) Using Informative Assessments towards Effective Literacy Instruction (Literacy Research, Practice and Evaluation, Vol. 1), Emerald Group Publishing Limited, Leeds, pp. 3-37. https://doi.org/10.1108/S2048-0458(2012)0000001004

Publisher

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Emerald Group Publishing Limited

Copyright © 2012, Emerald Group Publishing Limited