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Formative Assessment in the Classroom

Research on the Ongoing Assessment Project (OGAP)
January 2014—Present

OGAP Teacher PD in Philadelphia

About the Ongoing Assessment Project (OGAP)

The Ongoing Assessment Project (OGAP) is a formative assessment system that is used alongside the regular math curriculum and is based on research-based learning trajectories for core content areas (addition and subtraction, multiplication and division, fractions, and proportions.)  OGAP includes teacher professional development, classroom resources, and school-based routines and supports  for ongoing formative assessment.

Impact Study of OGAP on Teacher and Student Learning

Jonathan Supovitz, Janine Remillard, Caroline Ebby, Robert Nathenson

This study involved a rigorous two-year study of the impacts of the Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts. The study used a randomized control design. Findings showed that teachers and students who attended schools that implemented OGAP outperformed teachers and students in schools who signed up for OGAP but were not chosen by lottery to participate in the intervention during the time of the study.

Systemic Formative Assessment to Promote Mathematics Learning in Schools

Jonathan SupovitzJanine RemillardCaroline EbbyAdrianne Flack, Robert Nathenson, Brittany Hess, The Philadelphia Education Research Consortium (PERC)/Research for Action

This project addresses implementation issues that emerged from the experimental study of OGAP in Philadelphia by developing, refining, supporting, and documenting a systemic support component to accompany OGAP’s classroom-level implementation. A three-armed quasi-experimental design is being used to test the augmented intervention and confirm the results of previous impacts in a new sample of schools.

Developing Formative Assessment Tools and Routines for Additive Reasoning (Grades K-2)

Caroline Ebby, Beth Hulbert, Brittany Hess

This project focuses on translating findings from research on student learning of number and operations into tools, resources and routines for teachers to regularly elicit and analyze students’ understanding and develop targeted instructional responses. The project team has produced instructional resources for grades K-2--including the OGAP Additive Reasoning Framework, a bank of over 300 formative assessment items, and professional development materials--that have been field tested and implemented in Pennsylvania,  South Carolina, Alabama, Nebraska, Vermont and New Hampshire.We are also researching the implementation of these resources in a sample of school settings.
CPRE Publications

Report: Experimental Impacts of the Ongoing Assessment Project on Teachers and Students

Working Paper: Pathways for Analysing and Responding to Student Work for Formative Assessment


Ebby, C.B., Hulbert, E.T., and Fletcher, N. (2019). What can we learn from correct answers? Teaching Children Mathematics, 25 (6), 346-353.

Ebby, C.B. & Petit, M. (2017). Using learning trajectories to enhance formative assessment. Mathematics Teaching in the Middle School, 22, 368-372.

Ebby, C.B., & Petit, M. (2018). Using learning trajectories to elicit, interpret and respond to student thinking. In E. A. Silver & V. L. Mills (Eds.), A Fresh Look at Formative Assessment in Mathematics Teaching (81-101). Reston, VA; National Council of Teachers of Mathematics.



The National Science Foundation (NSF)

Consortium for Policy Research in Education

University of Pennsylvania Graduate School of Education
3440 Market Street, Suite 560
Philadelphia, PA 19104
Tel: 215.573.0700
Fax: 215.573.7914


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