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The findings of this research essentially indicate that formative assessment strategies, when engaged regularly and properly, are effective in informing teaching practice. Furthermore, the findings suggest that teachers who regularly collaborate about their practice are more effective and more likely to attempt new formative assessment strategies in their practice. This collaboration, within a supportive professional learning community, affords the practice of a more guaranteed and viable curricular experience for students as well as reflective and improved pedagogy among the teachers engaged in the study. Similar to the practice of jazz musicians who collaborate in an environment where mentoring of younger musicians helps to nurture improvisational skills, we attempted to use collaboration as a vehicle to nurture our practice of formative assessment and our pedagogy as teachers.

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9783639149586

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