Selected Publications
(For complete list of publications, please see the faculty member's curriculum vitae.)

Articles
Furtak, E., & Alonzo, A. (2010). The Role of Content in Inquiry-Based Elementary Science Lessons: An Analysis of Teacher Beliefs and Enactment. Research in Science Education, 40 (3), 425-449. doi: 10.1007/s11165-009-9128-y

Furtak, E. M., & Ruiz-Primo, M. A. (2008). Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts. Science Education, 92(5), 799-824. doi: 10.1002/sce.20270

Furtak, E. M., Ruiz-Primo, M. A., Shemwell, J. T., Ayala, C. C., Brandon, P., Shavelson, R. J., et al. (2008). On the Fidelity of Implementing Embedded Formative Assessments and its Relation to Student Learning. Applied Measurement in Education, 21(4), 360-389.

Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44 (1), 57-84. doi: 10.1002/tea.20163

Ruiz-Primo, M. A., & Furtak, E. M. (2006). Informal Formative Assessment and Scientific Inquiry: Exploring Teachers' Practices and Student Learning. Educational Assessment, 11 (3-4), 237-263. doi: 10.1080/10627197.2006.9652991

Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90 (3), 453-467. doi: 10.1002/sce.20130

Furtak, E.M & Ruiz-Primo, M.A. (2005, January). Questioning Cycle: Making Students' Thinking Explicit During Scientific Inquiry. Science Scope, 28 (4), 22-25 .

Furtak, E.M. (2004, December 1). Standardized science: Mandatory testing’s impact on teaching and learning [Letter to the Editor]. Education Week, p. 41. The article referenced in this letter to the editor is also available online.

Books
Furtak, E.M. (2009). Formative Assessment for Secondary Science Teachers. Thousand Oaks, CA: Corwin Press.

Furtak, E.M. (2008). The Dilemma of Guidance: An Exploration of Scientific Inquiry Teaching. Saarbrücken, Germany: VDM Verlag Dr. Müller.

Book Chapters
Furtak, E. M., & Shavelson, R. J. (2009). Guidance, Conceptual Understanding, and Student Learning: An Investigation of Inquiry-Based Teaching in the US. In T. Janik & T. Seidel (Eds.), The Power of Video Studies in Investigating Teaching and Learning in the Classroom , pp. 181-206. Munich: Waxmann.

Ruiz-Primo, M. A., Furtak, E. M., Ayala, C. C., Yin, Y., & Shavelson, R. J. (2009). On the Impact of Formative Assessment on Student Science Learning and Motivation. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of Formative Assessment. New York: Routledge.

Shavelson, R. J., Yin, Y., Furtak, E. M., Ruiz-Primo, M. A., Ayala, C. C., Young, D. B., et al. (2008). On the Role and Impact of Formative Assessment on Science Inquiry Teaching and Learning. In J. Coffey, R. Douglas & C. Stearns (Eds.), Assessing Science Learning (pp. 21-36). Arlington, VA: NSTA Press.