Formative assessment research in science focuses heavily on design, implementation, and validation, but does not elaborate on how teachers should use results of assessments to enhance their teaching practice. This study posits an original framework built from a framework by Calfee and Masuda called the Assessment as Scientific Inquiry (ASI) framework. This framework attempts to elaborate on a step not previously addressed in formative assessment research: The transition from interpretation of data to the instructional decision that is made. Interviews seeking to probe beliefs about original assessments were conducted with several chemistry teachers from a national sample. Interviews aimed to elicit chemistry teachers' beliefs regarding the role of assessment, their interpretation of assessment results, and their justification for the decisions made per that interpretation. In addition, teachers completed the Science Teacher Efficacy and Beliefs Instrument (STEBI) to probe teachers' outcome expectancy. Results regarding the criteria used to determine a conclusion and decision based on the results of teachers' original assessments will be presented.

Informing practice from assessment results: The assessment as scientific inquiry framework

245th National Meeting (2013)

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