Elementary teachers' assessment actions and elementary science education: formative assessment enactment in elementary science

A comparative case study was conducted of two elementary science teachers' enactment of a formative assessment strategy, known as Reflective Assessment. Qualitative analysis of three data sources addressed the two research questions of the differences in enactment of RA and what those differences look like. This study suggests that differences do exist in how teachers implement formative assessment in the enactment of the same science curricula, though further investigation into this is needed.