© 2019

Formative Assessment in United States Classrooms

Changing the Landscape of Teaching and Learning


  • Brings unique perspective to understand elements that influence teacher practice related to formative assessment

  • Offers suggestions to overcome barriers in elementary and secondary education assessment

  • Helps school leaders design strategies and programs for professional development that have the potential to improve instruction and student achievement


Table of contents

  1. Front Matter
    Pages i-xiii
  2. Cathy Box
    Pages 25-48
  3. Cathy Box
    Pages 75-104
  4. Cathy Box
    Pages 155-175
  5. Back Matter
    Pages 177-181

About this book


This book examines the history of formative assessment in the US and explores its potential for changing the landscape of teaching and learning to meet the needs of twenty-first century learners. The author uses case studies to illuminate the complexity of teaching and the externally imposed and internally constructed contextual elements that affect assessment decision-making. In this book, Box argues effectively for a renewed vision for teacher professional development that centers around the needs of students in a knowledge economy. Finally, Box offers an overview of systemic changes that are needed in order for progressive teaching and relevant learning to take place.


Personal Practice Assessment Theories Every Student Succeeds Act professional development programs education leadership No Child Left Behind Act Elementary and Secondary Education Act

Authors and affiliations

  1. 1.Lubbock Christian UniversityLubbock, TXUSA

About the authors

Cathy Box is the Director for the Center for Teaching and Learning and Program Coordinator for Curriculum and Instruction Graduate Education at Lubbock Christian University.

Bibliographic information