Using formative assessments to guide reading comprehension instruction





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This qualitative study explores the use of formative assessments and how they can guide reading comprehension instruction, specifically for the inferring and summarizing strategies. State standards, reading comprehension strategies, various formative assessments, data organization, student involvement, and analyzing data to guide instruction are all examined. The action research portion of the study takes place in a third grade classroom. Data is collected over a three-week time period, and is in the form of a reflection log and teacher interviews. Results found through the study are analyzed, and formative assessments are categorized and labeled as tangible and non-tangible formative assessments. Teacher interviews explore formative assessments used, benefits and drawbacks, biggest struggles, and student involvement in the classrooms. The study concludes with limitations to the study, reflection of the findings, and a plan for using the results.

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