Focus Vol. 1 No. 3 - Understanding Pre-Service Teachers' Formative Feedback Practices

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Understanding Pre-Service Teachers' Formative Feedback Practices in Elementary, Middle & High School Classrooms
in High Needs Contexts

Brent Duckor, Carrie Holmberg, Adria Patthoff & Kip Telléz
University of California, Santa Cruz
To help beginning teachers in pre-service settings develop Formative Assessment (FA) practices, this study employed a teacher learning progressions lens (Duckor & Holmberg, 2017, 2019), and relaxed assumptions regarding presumed content-specific features of high-leverage FA moves. This project refined construct maps and progress guides by mapping FA moves for beginning K-12 teachers who support English language learners.

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