Using common formative assessments as a source of professional development in an urban American elementary school

By implementing a system of common formative assessments, the teachers at an American urban elementary school improved student achievement and facilitated their own professional development. By aligning content standards with assessments and purposeful instruction, the teachers at this school developed a depth of knowledge about their content standards, improved their ability to design assessments, learned to better link assessments with instruction, and planned for intervention for students who continued to struggle with reading and writing. (C) 2008 Elsevier Ltd. All rights reserved.