Assessing-to-Learn: Formative Assessment Materials for High School Physics

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
William Gerace, Helena Gabriel Houston Distinguished Professor (Creator)
William Leonard, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This is the final project report for US National Science Foundation Grant No. ESI-9730438. The Assessing-to-Learn (A2L) project sought to develop quality formative assessment materials for teaching high school physics and to advance understanding and practice of formative assessment in the teaching of high school science. As originally proposed, the A2L project goal was to create prototype formative assessment materials for use with high school physics curricula. These materials were to be designed with the aim of integrating assessment and instruction, and to be compatible with classroom communication technology. The A2L materials were to serve four educational functions: (1) promote learning (rather than grade student performance), (2) support integrated and flexible use of knowledge across a wide range of problem contexts, (3) provide teachers with a more continuous assessment of students’ conceptual understanding and learning progress, and (4) engage a broader cross section of students in classroom learning activities and stimulate greater participation in small group and class-wide discussions. The A2L materials were to be prototypes: quality examples of formative assessment activities for teachers, who would eventually develop their own formative assessment items tailored to their curriculum and the needs of their students.

Additional Information

Language: English
Date: 2004
physics education, assessment, high school physics

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