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What districts can learn from how te...

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What districts can learn from how teachers use formative assessments in English language arts: A look at FAST-R* in the Boston public schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	What districts can learn from how teachers use formative assessments in English language arts: A look at FAST-R* in the Boston public schools./
Author:	Schwartz Chrismer, Sara.
Description:	149 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2113.
Contained By:	Dissertation Abstracts International69-06A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3319181
ISBN:	9780549697596

What districts can learn from how teachers use formative assessments in English language arts: A look at FAST-R* in the Boston public schools.
Schwartz Chrismer, Sara.

What districts can learn from how teachers use formative assessments in English language arts: A look at FAST-R* in the Boston public schools. - 149 p.

Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2113.

Thesis (Ed.D.)--Harvard University, 2008.

The recent emphasis on high-stakes testing has caused teachers and administrators to search for tools that prepare students for end-of-year tests that align with their curriculum. Formative assessments, which enable educators to track and understand student learning throughout the school year, are gaining popularity but as of yet are relatively unstudied. This study explores one such formative assessment model---Formative Assessment of Student Thinking in Reading (FAST-R)---in an effort to better understand the role formative assessments can play in student learning. FAST-R is a literacy program designed to aid in the examination of student work and the utilization of data to inform instruction and professional development. It is currently being run by a BPS partner, the Boston Plan for Excellence (BPE), and is administered in a sample of Boston schools.

ISBN: 9780549697596Subjects--Topical Terms:

626645
Education, Administration.

What districts can learn from how teachers use formative assessments in English language arts: A look at FAST-R* in the Boston public schools.
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245 1 0 $a What districts can learn from how teachers use formative assessments in English language arts: A look at FAST-R* in the Boston public schools.
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500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2113.
502 $a Thesis (Ed.D.)--Harvard University, 2008.
520 $a The recent emphasis on high-stakes testing has caused teachers and administrators to search for tools that prepare students for end-of-year tests that align with their curriculum. Formative assessments, which enable educators to track and understand student learning throughout the school year, are gaining popularity but as of yet are relatively unstudied. This study explores one such formative assessment model---Formative Assessment of Student Thinking in Reading (FAST-R)---in an effort to better understand the role formative assessments can play in student learning. FAST-R is a literacy program designed to aid in the examination of student work and the utilization of data to inform instruction and professional development. It is currently being run by a BPS partner, the Boston Plan for Excellence (BPE), and is administered in a sample of Boston schools.
520 $a This study builds on previous FAST-R research by the author with a new and special focus on how districts can support formative assessment programs. The broad research question guiding this study is: Looking at the case of BPE's FAST-R program being implemented in the Boston public schools, what can the experience show other districts about how to support formative assessment use in the classroom? Within a sample of nine Boston public schools and over the course of two years (SY2004-05 and SY2005-06), interviews and observations explored teacher engagement with, understanding of, and utilization of FAST-R.
520 $a This dissertation will provide a detailed look at how a formative assessment program is being used within one set of schools in one district, with particular emphasis on better integrating it into instructional practices. While the findings are not generalizable to other districts, by gathering, analyzing, and incorporating teacher and student perspectives on FAST-R, this dissertation provides lessons learned for districts interested in implementing formative assessments.
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