This study focuses on teachers' use of informal formative assessments (IFAs) aimed at improving students' learning and teachers' recognition of students' learning processes. The study was designed as an explorative case study of four middle school teachers and their students at a charter school in the northeastern U.S.A. The data collected for the…

This study explores teachers' informal formative assessment practices in three middle school science classrooms. We present a model for examining these practices based on three components of formative assessment (eliciting, recognizing, and using information) and the three domains linked to scientific inquiry (epistemic frameworks, conceptual…