Abstract
Historically, formative assessment has been credited with increasing student achievement. Student outcomes increase when constructive, immediate, formative feedback is provided in a systematic way for all students. Educators need to implement effective formative assessments in order to deepen learning through more critical thinking and reflection. Teachers who monitor student progress and make instructional adjustments based on gathered information implement formative assessment. Teachers in this study used teacher inquiry to reflect upon their practice in order to design a reflective record tool. This tool was intended as a supporting assessment in a Response to Intervention (RtI) service delivery model. Results showed teacher reflections in designing and field-testing a systematic reflective record tool.
Recommended Citation
Stebick, Divonna and Hart, Jonathan. (2021). Systematic Anecdotal Records: An Unexpected Journey into Teacher Inquiry. i.e.: inquiry in education: Vol. 13: Iss. 2, Article 8.Retrieved from: https://digitalcommons.nl.edu/ie/vol13/iss2/8