Institute of Education

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What’s New in Formative Assessment: Insights from US Schools

Mark your calendars for Monday, March 20 @ 6 pm Moscow time so you do not miss to join an online open talk on formative assessment and how it benefits self-regulated learning skills in middle adolescents by Dr. Angela M. Lui, DAACS Project Manager and Adjunct Assistant Professor, CUNY School of Professional Studies (USA).

What’s New in Formative Assessment: Insights from US Schools

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It is with excitement and warm cordiality that the HSE Institute of Education invites you to attend an online open session as part of its regular ‘Novel Perspectives on Childhood Research’ seminar series, titled:

New Insights into Formative Assessment:
Evidence from US Schools

Session in Brief

Everyone focused on formative assessment and its implications for the development of subject and meta-domain skills is welcome to join the session for free on ZOOM by registering at:

As part of the session, Dr. Lui will share a recap of key findings from her recent research into formative assessment and feedback in a US middle-grader context and how these practices benefit student attainment in self-regulated learning skills.

More specifically, the discussion will touch upon the following:

  • The ‘Black Box’ in formative assessment
  • Assessment and feedback processing
  • The perceived conceptions of US 7-graders about what makes assessment & feedback practices effective.

The session will be moderated by Diana Akhmedjanova, PhD, HSE Institute of Education.

What Is DAACS?

The Diagnostic Assessment and Achievement of College Skills (DAACS) is a no-stakes, open-source, formative assessment tool designed to measure newly enrolled college students’ reading, writing, mathematics, and self-regulated learning (SRL) skills, and provide them with feedback and resources to enhance their functioning and success.

About the Speaker

About the Speaker

Angela M. Lui is DAACS Project Manager and Adjunct Assistant Professor at CUNY School of Professional Studies, USA.

Angela’s research focuses on formative assessment, student response to feedback, and the implications for attainment in subject-related and meta-subject capacities of learners. In particular, together with fellow scholars, Angela explores how students perceive and process teacher commentary they receive in a formative assessment context and how they use these inputs in shaping their learning efforts going forward.