Deep Impact: How a Job-Embedded Formative Assessment Professional Development Model Affected Teacher Practice
This study supports the work of Black and Wiliam (1998), who demonstrated that when teachers effectively utilize formative assessment strategies, student learning increases significantly. However, the researchers also found a “poverty of practice” among teachers, in that few fully understood how to...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Hipatia Press
2014-02-01
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| Series: | Qualitative Research in Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.4471/qre.2014.36 |