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1. FORMATIVE ASSESSMENT FOR MATHEMATICAL PRACTICES

   Coomes, Jacqueline (January 2020, 14th International Congress on Mathematical Education)

   null (Ed.)

   This case study investigated preservice secondary mathematics teachers’ (PSMTs’) developing understanding of formative assessment as a way to leverage mathematical practices for student learning. Qualitative data came from PSMTs’ responses to a learning sequence designed to help them develop nuanced and disciplinary-specific understandings of formative assessment. Analyses suggest a trajectory for PSMTs learning to use formative assessment in problem-solving environments, but also shows how the orientation of one PSMT continued to obstruct her progress. The results suggest that mathematics teacher educators must themselves use formative assessment that supports PMSTs’ developing orientations to currently suggested ways of teaching. 

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2. Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters

   https://doi.org/10.1021/acs.jchemed.0c00361  

   Abell, Timothy N.; Sevian, Hannah (December 2020, Journal of Chemical Education)
3. Investigation of physics departments' assessment and change practices

   https://doi.org/10.1119/perc.2024.pr.Martinez_Garcia  

   Martinez_Garcia, Nathalia S; Turpen, Chandra; Dalka, Robert P; Corbo, Joel C (September 2024, American Association of Physics Teachers)

   It is important that change in physics programs is deliberate, evidenced-based, and engages multiple stakeholders. To assess the state of departmental change practices, the Effective Practices for Physics Programs (EP3) Initiative regularly runs a survey of department chairs to measure departmental cultures of assessment. The 2023 survey received 163 research-consenting responses. This paper presents two claims based on these survey results: (1) assessments are largely not seen as leading to change, although chairs aspire for them to do so, and (2) chairs see substantial room for improvement in how they go about changing the undergraduate physics program, especially when it comes to engaging multiple stakeholders and using data effectively. The significant difference between current and ideal points to areas where shifting the culture within departments could have support from departmental leadership. 

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4. Developing coupled, multiple-response assessment items addressing scientific practices

   https://doi.org/10.1119/perc.2020.pr.Rainey  

   Rainey, Katherine D.; Jambuge, Amali Priyanka; Laverty, James T.; Wilcox, Bethany R. (September 2020, Proceedings of the Physics Education Research Conference)

   null (Ed.)
5. Investigating How Teachers’ Formative Assessment Practices Change Across a Year

   https://doi.org/10.1021/acs.jchemed.1c00356  

   Abell, Timothy N.; Sevian, Hannah (September 2021, Journal of Chemical Education)