In Ireland, formative assessment is not at the forefront of our education system. The need for change at secondary level in assessment practice and assessment policy is well documented (see Hall 2000, Hall and Kavanagh 2002, Eivers, Sheil and Shortt, 2004). There have been a number of studies carried out around formative assessment in Ireland, however most of the research is being completed at primary level (see INTO 2010, DES 2010a and 2010b, Lysaght and O’Leary 2013). According to O’Leary implementing formative assessment has the potential to raise a student achievement considerably (2006). The concept dialogical teaching is closely linked with assessment for learning techniques such as questioning, peer feedback and self-assessment and to cooperative learning practices (Alexander, 2008). The FaSMEd team in Maynooth University are looking at implementing formative assessment, supported by technology, in year one of lower secondary education in maths and science. This paper will report on progress in working with teachers and students on science teaching and learning. In order to do this we are providing professional development sessions for teachers so that they can improve their formative assessment practices in teaching and learning. Teacher knowledge around formative assessment will be investigated using pre- and post-intervention interviews, classroom observations and teacher reflection sheets. Data will also be gathered about the effects of formative assessment on students through post-intervention interviews, classroom observations and Christmas and summer summative assessment data. A classroom observation schedule is being developed. The process of design based research follows a cycle of design, implementation and analysis (Stephan and Cobb 2013) with teachers in which activities are planned in professional development sessions, carried out by teachers in classrooms and reviewed in meetings with our team and also in group sessions. The teachers are participating in six professional development sessions in total, which focus on different aspects of formative assessment. These sessions focus on specific activities based on existing research-informed pedagogical interventions, that teachers carry out with their students that address aspects of assessment for learning supported by technology. There are 6 science activities in total. Analysis of the data collected in this project is not yet complete. However initial findings indicate that teachers are strongly relying on class tests and grading to determine student success and teachers do not fully understand the concept of formative assessment and how to implement it successfully in class.

Alexander, R. (2008). Towards Dialogic Teaching 4th edition. York: Dialogos. Black, P. and D. Wiliam. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice 5, no. 1: 7-74. Hall, K. (2000). A conceptual evaluation of primary assessment policy and the education policy process in the Republic of Ireland. Compare 30, no. 1: 85–101. Hall, K. and Kavanagh, V. (2002). Primary assessment in the Republic of Ireland. Conflict and consensus. Educational Management and Administration 30, no. 3: 261–274. Lysaght, Z. and O'Leary, M. (2013). An instrument to audit teachers' use of assessment for learning. Irish Educational Studies 32, no. 2: 217-232. O’Leary, M. (2006). Towards a Balanced Assessment System for Irish Primary and Secondary Schools. http://www.education.ie/en/Publications/Education-Reports/Oideas/Oideas-52.pdf (accessed 28 January 2015). Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné & M. Scriven (Eds.), Perspectives of curriculum evaluation (Vol. 1, pp. 39-83). Chicago, IL: Rand McNally. Stephan, M., & Cobb, P. (2013). Teachers engaging in mathematics design research. In T. Plomp, & N. Nieveen (Eds), Educational design research – Part B: Illustrative cases (pp. 277-298). Enschede, the Netherlands: SLO.