This a set of summaries of three articles on the work by Erin Maire Furtak on the role of formative assessment, inquiry and the crucial role of epistemic engagment by teachers and students.
Articles
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching : A Meta Analysis
Exploring Teachers’ Informal Formative Assessment Practices and Students’
Understanding in the Context of Scientific Inquiry
Teachers’ formative assessment abilities and their
relationship to student learning: findings from
a four-year intervention study