{'fraction_non_alphanumeric': 0.011673151750972763, 'fraction_numerical': 0.0012970168612191958, 'mean_word_length': 6.0181818181818185, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Teachers' Views on Conducting Formative Assessment within Contemporary Classrooms.

Twenty teachers working in elementary and secondary schools were interviewed from 2 school districts in southern Ontario, Canada about their understanding and use of formative assessment. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggested an imbalance in the use of formative assessment methods associated with improvements in student learning and achievement. Many teachers noted difficulties in utilizing self-and peer assessment within their classrooms. The discussion focuses on the implications for transforming classroom practice and outlines factors necessary to facilitate a balanced assessment approach.