A Study of Formative Assessment and High Stakes Testing: Issues of Student Efficacy and Teacher Views in the Mathematics Classroom

Abstract

In the age of high stakes testing, research shows that the focus on summative assessment is overshadowing the importance and use of formative assessment. According to Black and Wiliam (2005), interim assessments coupled with large-scale assessments represent substantial and well-entrenched obstacles that prevent the growth of formative assessment use in the United States. Exploring ways to overcome these obstacles, this research introduced teachers to the concept of a comprehensive balanced assessment system that values accountability statewide assessment (summative), interim/benchmark assessment (summative), and classroom assessment (summative and formative).

The methodology of the study involved four teachers from two high schools in North Carolina who participated in a 16-week Formative Assessment (FA) Project led by the researcher. The study included professional development consisting of four modules, application in practice, and participation in a learning community. Formative assessment, in short, was defined as a process used during instruction to adjust teaching and learning.

A grounded theory approach was employed to determine (1) what themes emerge as teachers implemented formative assessment in the age of high stakes testing; and (2) what new behaviors and/or attitudes students exhibit as a result of the implementation of formative assessment. Data was collected using field observations, interviews, and artifact reviews.

The data supported the conclusion that teacher's views about assessment were changed to become more inclusive of students as partners in the assessment process. Students' self-efficacy increased as evidenced by their increased commitments to the learning process, use of metacognitive strategies, and levels of engagement.

Based on the six themes that emerged from the data, the researcher identified four steps in the formative assessment process and three essential elements that need to be present for successful implementation in high school mathematics classrooms.