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Systemic Change

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Formative Assessment in United States Classrooms

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Abstract

This chapter provides an overview of systemic changes that need to take place in US school systems if we are to transform education to include reform practices such as formative assessment. Externally imposed elements such as grading systems, teacher preparation and evaluation systems, and curricular standards and high-stakes testing must reflect a common vision for the education of US students, and likewise must be aligned with one another. These interrelated elements represent parts of a whole system that are critical to its success and must be addressed if the US plans to remain competitive in a global society.

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Authors and Affiliations

  1. Lubbock Christian University, Lubbock, TX, USA

    Cathy Box

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  1. Cathy Box
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Cite this chapter

Box, C. (2019). Systemic Change. In: Formative Assessment in United States Classrooms. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-03092-6_7

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  • DOI: https://doi.org/10.1007/978-3-030-03092-6_7

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-03091-9

  • Online ISBN: 978-3-030-03092-6

  • eBook Packages: EducationEducation (R0)

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