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About MeMy name is Cathy Box and I am an Associate Professor in Education at Lubbock Christian University. I have a PhD in Curriculum and Instruction from Texas Tech University and specialize in Formative Assessment or Assessment for Learning. As a former classroom teacher, I understand the complex terrain that teachers negotiate as they make classroom decisions and the difficulties they encounter. It is my goal to help busy educators find applicable research with practical strategies without having to wade through all of the literature - there is too much to read and so little time!
I hope this blog will provide a forum for educators, from kindergarten to college professors, to share ideas that help us all move the learning forward. Remember, it's not about teaching - it's about learning. Visit LCU News to learn how A Learning Box Blog began, Flipped Learning Global Initiative to read my guest post about formative assessment and flipped learning, and the Flipped Classroom Wikipedia page to learn about my global fellowship! Formative Assessment: Patterns, personal practice assessment theories and impact on student achievement and motivation in science. M.C. Box Dissertation - 2008 |
Assessment for Learning
Formative assessment
is a powerful educational tool that has shown great promise in raising student
achievement. Formative assessment is an
ongoing process embedded in the learning continuum that involves teachers AND
students in assessing student mastery and making adjustments based on
assessment-elicited evidence. Jan Chappuis, author of Seven Strategies of Assessment for Learning described it as “formal and
informal processes teachers and students use to gather evidence for the purpose
of improving learning”. Hence the purpose of formative assessment is to
promote learning - it is assessment for learning, contrasted with summative
assessments or assessment of learning.
Implementing assessment for learning strategies has great implications for you as an educator and for your students. Let's learn together.
Implementing assessment for learning strategies has great implications for you as an educator and for your students. Let's learn together.
Research interests and publications
Box, C., Dabbs, J., & Skoog, G. (2015). A case study of teacher personal practice assessment theories and complexities of implementing formative assessment. American Educational Research Journal - Teaching, Learning and Human Development, 52(5), 956 - 983.
“Formative assessment: Patterns and personal practice assessment theories of three biology teachers”. American Educational Research Association Annual Meeting Conference Proceedings. Denver, Colorado. April, 2010.
“Effects of Active-Learning Experiences on Achievement, Attitudes, and Behaviors in High-School Biology.” Journal of Research in Science Teaching, Volume 44, Issue 7, September 2007.
“Small Town Students Look Beyond City Limits to a World of Learning.” Hoosier Science Teacher, Volume 32, Number 4, Summer 2007.
“One Teacher’s Voice as She Enacts Project-Based Learning for the First Time.“ Conference Proceedings. National Association of Research in Science Teaching, April 15 – 18, 2007. New Orleans, La.
“Formative assessment: Patterns and personal practice assessment theories of three biology teachers”. American Educational Research Association Annual Meeting Conference Proceedings. Denver, Colorado. April, 2010.
“Effects of Active-Learning Experiences on Achievement, Attitudes, and Behaviors in High-School Biology.” Journal of Research in Science Teaching, Volume 44, Issue 7, September 2007.
“Small Town Students Look Beyond City Limits to a World of Learning.” Hoosier Science Teacher, Volume 32, Number 4, Summer 2007.
“One Teacher’s Voice as She Enacts Project-Based Learning for the First Time.“ Conference Proceedings. National Association of Research in Science Teaching, April 15 – 18, 2007. New Orleans, La.
