Formative Assessment and the Intuitive Incorporation of Research-Based Instruction Techniques
Abstract
Using Max Weber's theory of ideal types, the authors classify the formative assessment techniques used by 12 college instructors. Their data reveal two pairs of opposing preferences: (1) highly preplanned vs. highly emergent and (2) focused on individual students vs. focused on the class as a whole. Using interview data, they illustrate how each type of instructor adopts practices consistent with research-based pedagogy, even while he or she may be unaware of the research base. The resulting composite case studies may serve as a reflection tool for instructors and professional developers pursuing proven formative assessment strategies.
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