Abstract
Despite much theoretical support, meta-analysis of the efficacy of formative assessment does not provided empirical evidence commensurate with expectations. This theoretical study suggests that teachers need a better organizing structure to allow a formative assessment process to live up to its promise. We propose that the use of learning map systems can provide that structure, and we describe aspects of using learning map systems to support mathematics instruction in two projects: the Dynamic Learning Maps® alternate assessment (DLM) and the Use of Learning Maps as an Organizing Structure for Formative Assessment (also referred to as Enhanced Learning Maps, or ELM).
Highlights
Achievement and Assessment Institute, University of Kansas, 1122 W
While there is growing agreement that formative assessment should be an equal component with curriculum and instruction in a learning triangle [1], the empirical evidence of the efficacy of formative assessment is lacking
We have posited that effective learning requires instruction that incorporates formative assessment to organize lessons, gather evidence of student learning, and use of that evidence to adjust instruction
Summary
Such a process would be expected to have steady usage throughout formative assessment process. Usage slowly rose rose between August and December, and dramatically increased about six weeks before the start between August and December, and dramatically increased about six weeks before the start of of summative assessment This pattern is consistent with using these tools as practice tests.
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