Caroline B. Ebby
Pathways for Analyzing and Responding to Student Work for Formative Assessment
Working Paper
2019
This study explored how teachers interpreted and responded to their own student work during the process of formative assessment. The study involved a purposefully selected sample of 32 teachers in grades K-5 who had been trained by the Ongoing Assessment Project (OGAP) to use learning progressions to analyze and respond to evidence in student work.
