Small Group Reading Instruction: Formative Assessments

Title

Small Group Reading Instruction: Formative Assessments

Creator

Hannah Lowell

Degree Name

Master of Science in Education: Reading

Project Type

professional_project

Date

6/13/2026

Abstract

This project examines the purpose of formative assessments in small group reading. Peer-reviewed articles and evidence-based practices, and the six cognitive levels of Bloom’s Revised Taxonomy were used as guides in this project. After researching and analyzing formative assessments and the benefits of using them to guide instruction. I wanted to create supports to help teachers with their instruction and students' overall learning experience. These strategies that were created are low-prep and are accessible to all learning types. Each strategy can be accompanied by the implementation log or the data tracker. It is important to note that I did not take any data for this project, but I plan to do so next school year.

Keywords

Formative Assessments

stratgies

Bloom's Revised Taxonomy

Committee Member

Gregory Zobel

Cindy Ryan

Kenneth Carano

Rights

Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.

https://rightsstatements.org/page/InC/1.0/?language=en

Language

eng

Type

text