Adjustment in Instructional Techniques through Formative Assessment Data and Evidence

Abstract

This paper highlights the significance of formative assessment data in adjusting instructional techniques in the classroom that lead to improving students’ learning. The study was conducted in a qualitative paradigm using a case study approach. Associate Degree in Education (ADE) Program, instructors, and students were the research participants in this study. Four data collection methods including document analyses, interviews, classroom observations, and focused group discussions. The use of different data collection methods enabled the researcher to triangulate data to ensure the validity and reliability of the study. The thematic analysis approach was used to analyze data. The study presented important findings which indicated that there was a strong connection between formative assessment strategies and instructional design. It was evident that the instructor recorded formative assessment data, systematically analyzed, categorized, and then drawn conclusions about instructional design as well as students learning outcomes. Instructor planned daily lessons with a strong alignment of formative assessment strategies and students learning. The study revealed that the implementation of different formative assessment strategies improved students’ communication, reading skills, writing skills, presentation, critical thinking, and problem-solving ability.