Research Alliance Newsletter
Contacts
Marianne Reale, MEd
Facilitator
303­766­9199 x321
Helen Apthorp, PhD Researcher
303­766­9199 x317
Jason Harlacher, PhD
Researcher
303­766­9199 x312
Quick Links
Follow Us On Twitter
More About Us
Our Research Alliances
Ask a REL
Our Ask a REL service is
a collaborative reference
desk service provided by
the ten regional
educational laboratories.
It provides references,
referrals, and brief
responses in the form of
citations on research­
based education
questions.
Submit a Question
Past questions and
answers are archived on
the REL Central website.
3rd Quarter 2015
Formative Assessment On‐Site Event Update
The Formative
Assessment On­site
Event will be held on
Monday, November
2, 2015 in Omaha,
Nebraska. This event
includes relevant,
practical applications
of formative
assessment from
researchers and
practitioners.
We welcome your participation! Please visit these
web pages for a promotional flyer for the above
event. Register Here!
Formative Assessment Systematic Evidence
Review Update
The Formative
Assessment
Systematic Evidence
Review has reached a
new milestone! Article
coding has been
completed, and the
first draft of the report
is going through
internal edits before it
gets submitted for
formal review with the
U. S. Department of
Education Institute of
Education Sciences.
We look forward to
sharing results from
this analysis of
formative assessment
research.
Formative Assessment Strategy Implementation
Using REL Central's Instructional Improvement Cycle Toolkit
FARA Formative Assessment Strategies Project Update
The Formative Assessment Research Alliance (FARA) is working with two
teachers to identify, implement, and reflect on formative assessment
strategies using REL Central's Instructional Improvement Cycle Toolkit.
Between August 2015 and December 2015, these two teachers will complete
the Instructional Improvement Cycle and present their process and results
to FARA members during an online meeting. An invitation to this online
meeting will be available to FARA members soon!
Resources
Resources for this quarter include examples of work from three of our
speakers participating in the Formative Assessment On­Site Event in
November 2015. Each of these articles is an example of formative
assessment research using different research designs to answer questions
about classroom practices.
The first article, "Student self­assessment: At the intersection of
metacognition and authentic assessment," is by Heidi Andrade, our
keynote speaker for the Formative Assessment On­site Event. This study
used a quasi­experimental design to determine the impact of self­
assessment using a rubric on grade 7 students' abilities to invent and
explain a classification system for a group of animals. When compared to a
group of similar students who did not self­assess using a rubric, students in
the experimental condition had better higher achievement scores. The full
text for this article is available here for your review:http://eric.ed.gov/?
id=ED431030
The second article, "Informal Formative Assessment of Students'
Understanding of Scientific Inquiry," is from Erin Furtak (who is
presenting at the Formative Assessment On­site Event) and her colleague
Maria Ruiz­Primo. This article describes results from a qualitative study
where researchers observed teachers implementing formative assessment
strategies in grade 6 and 7 physical science classrooms. Findings from this
study suggest that eliciting and responding to evidence of student
understanding is rare but impactful. The full text for this article is available
here for your review: http://files.eric.ed.gov/fulltext/ED483406.pdf
The final article, "Using electronic portfolios to foster literacy and
self­regulated learning skills in elementary students," is from
Elizabeth Meyer (who is presenting at the Formative Assessment On­site
Event) and her colleagues Philip C. Abrami, Vivek Venkatesh, and C. Anne
Wade. The article describes the effect of using ePEARL software, a program
that promotes forethought and self­reflection in students, on student
achievement. Findings suggest that ePEARL promoted higher instances of
self­regulated learning. This article is available for purchase at the following
site: http://psycnet.apa.org/psycinfo/2013­31550­001/
Get Involved with REL Central!
Feedback
Do you have any comments, questions, or contributions you would like to
make to the REL Central Newsletter? Is there a project you would like us to
highlight, or lessons learned that you believe could enrich our community of
practice? Please feel free to connect with us via Twitter or contact us below!
Contact Us
REL Central at Marzano Research
12577 East Caley Avenue
Centennial, CO 80111
303­766­9199
[email protected]
REL Central at Marzano Research is an education laboratory, funded by the US
Department of Education, serving seven states: Colorado, Kansas, Missouri,
Nebraska, North Dakota, South Dakota, and Wyoming. The REL Central
research alliance newsletter disseminates research based information,
professional development opportunities, and provides opportunities to engage
and involve stakeholders throughout our region.
This REL Central newsletter was developed under Contract ED­IES­12­C­0007 from the U.S. Department of
Education, Institute of Education Sciences. The content does not necessarily reflect the views or policies of
IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or
organizations imply endorsement by the U.S. government.
Forward this email
This email was sent to [email protected] by [email protected] | Update Profile/Email Address | Rapid removal with SafeUnsubscribe™ | About our service provider.
REL Central | Marzano Research | 12577 E. Caley Avenue | Centennial | CO | 80111