I work with a consortium of states exploring the use of distance 
education for their adult basic learners.  A key challenge for many 
distance programs is to increase student persistence.  At our recent 
conference, participants suggested that two factors that led to 
increased persistence were carefully screening and counseling students 
into appropriate programs and frequent, positive communication with the 
teacher.  I would also suggest that formative assessment, used as the 
basis of individual lesson planning, might also have a role in 
increasing persistence.  While teachers are doing this on an informal 
basis, I am unaware of any structured attempts to explore this issue.  
Does anyone have any knowledge about the impact of formative assessment 
on student persistence and retention?

Leslie Petty
Project IDEAL
lpetty at mich.edu

David Rosen wrote:

> Special Topics Discussion Subscribers,

>

> We would like to hear from you.

>

> What has been your experience with formative assessment?

> Do you use formative assessment strategies in your classroom?

> Have you done research -- qualitative or quantitative, including  

> classroom research -- on the effects of formative assessment? What  

> did you find?

> Are you satisfied with using only summative (standardized per-post  

> NRS-required) assessment?

> Do we need to pay more attention to formative assessment in the U.S.?

>

> Our discussion ends soon so please post your answers or questions now.

>

> Thanks.

>

> David J. Rosen

> Special Topics Discussion Moderator

> djrosen at comcast.net

>

>

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-- 
*********************************
Leslie Petty
Associate Director, Project IDEAL
University of Michigan
Institute for Social Research
734-425-0748