Formative Actions That Matter: Exploring Elementary Mathematics Teachers' Implementation of Learning Intentions, Success Criteria, and Questioning 118 views

Formative assessment is an ongoing process that teachers, peers, and students use to make adjustments throughout the teaching and learning process. Research demonstrates that formative assessment increases student achievement. However, research also identifies gaps in the implementation of formative assessment. This Capstone project explores the implementation of formative assessment by first and second-grade mathematics teachers at Oakfield Elementary School. Formative assessment has been the focus of professional development at Oakfield Elementary School for five years. However, walk-through data indicate there is inconsistent implementation. The case study used document analysis, classroom observations, and semi-structured interviews to explore teachers’ implementation of formative assessment learned during professional development. Four mathematics teachers from first and second grade participated in the study. Findings indicate that while teachers have knowledge of formative assessment, there is variation in how teachers use it in their classrooms. The case study offers a classroom observation tool based on the relevant literature for teachers to use during professional development and recommendations to further explore the problem of practice through evaluation of the mathematics curriculum and the instructional strategies used by teachers.

EDD (Doctor of Education)

eliciting evidence; formative assessment; learning intentions; success criteria; questioning; elementary mathematics

English

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2026-04-12