Items

• Using Instruction-Embedded Formative Assessment to Predict State Summative Test Scores and Achievement Levels in Mathematics

  Zheng, G., Fancsali, S. E., Ritter, S., & Berman, S. (2019). Using Instruction-Embedded Formative Assessment to Predict State Summative Test Scores and Achievement Levels in Mathematics. Journal of Learning Analytics, 6(2), Article 2. https://doi.org/10.18608/jla.2019.62.11
  

• Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

  Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment. Educational Measurement: Issues and Practice, 37(1), 21–34. https://doi.org/10.1111/emip.12189
  

• Designing Formative Assessment Software With Teachers: An Analysis of the Co-design Process

  Penuel, W. R., Roschelle, J., & Shechtman, N. (2007). Designing Formative Assessment Software With Teachers: An Analysis of the Co-design Process. Research and Practice in Technology Enhanced Learning, 02(01), 51–74. https://doi.org/10.1142/S1793206807000300