Participatory Formative Assessment in an Environment of High-Stakes Testing: An Autoethnography
Johnson, Karin Pogna
The purpose of this study was to describe my experiences as a campus principal in facilitating the use of participatory formative assessment (PF A) in an environment of accountability and high-stakes testing. The methodology I employed was autoethnography (Chang, 2008; Ellis, 2004; Reed-Danahay, 1997; Stinson, 2009). I kept journals over a period of two years and recorded my perceptions as I journeyed on the path of PFA implementation. My journal entries are shared throughout this report as a way to keep my story more authentic and personalized. I also added some of my original xv artwork and biographical artifacts to further place myself at the center of this study. My research also included conversations with students and teachers as well as samples of PFA adapted or developed by teachers.
middle school principals, test anxiety
Johnson, K.P. (2011). Participatory formative assessment in an environment of high-stakes testing: An autoethnography (Unpublished dissertation). Texas State University-San Marcos, San Marcos, Texas.