The purpose of this qualitative action research study was to increase teachers' use of formative assessment and methods of data analysis as a strategy to improve the delivery of instruction. A secondary purpose was to assess the effect of this process on the researcher's leadership. Data was collected through classroom observations of four third grade teachers in two elementary schools in New Jersey. Pre- and post-test results were used to measure the effect of formative assessment strategies employed by teachers on students' learning. Interviews of the third grade teachers before and after the study were used to compare teachers' perceptions of the effectiveness of formative assessment. A leadership survey was used to collect data on the researcher's effectiveness.

Data from teacher observations after the pilot project showed greater use of formative assessment strategies in the classroom. Teachers who employed benchmark assessments showed greater student gains in the post-test of mathematical concepts than teachers whose students were not exposed to benchmark assessments. Data from the leadership survey provided the impetus for how the leader approached change in the school district.