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Gulliver, John. „Understanding formative assessment in extended classroom curricular interaction“. Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/429.
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This thesis relates to the debates about assessment in education that marked the final years of the 20th century. It attends to the assertion, widely made in policy pronouncements within and beyond the UK, at every level of the education system, that assessment is an integral part of teaching, pronouncements seen by some writers as rhetoric-driven and atheoretical. It focuses in particular on formative assessment, with its underlying assumption that, to be effective, teaching must match the cognitive requirements of learners. The study examines the psychological and epistemological foundations of this assertion, contends that both are problematic, and confirms that advances in theoretical understanding are required. It argues that, to secure these advances, laboratory-based investigations of tutoring must be complemented by studies of what proficient teachers do in complex classroom settings. At the centre of this work is one such investigation, a case study of one teacher's practice in relation to the humanities curriculum within an English primary school. The enquiry is in the interpretive tradition, in that the understandings developed are founded on the perceptions of the teacher involved. With regard to this teacher, the principal findings are four. Matching involves the continuous calibration of teaching action to perceptions of learners' needs within extended interaction, not discrete assessment encounters. His evaluative concerns involve fine discriminations of both thinking and feeling. What is involved is ultimately understandable in terms of his broad educational philosophy. In this sense, his formative assessment practice is integral to his teaching. In this light, it is suggested that efforts to shape an adequate theory of formative assessment that is relevant to classroom settings within a social constructivist framework may require to embrace extended teacher-pupil interaction as well as discrete assessment encounters. This points to a need for a reconceptualisation of formative assessment, placing teacher consciousness at its centre.
2
Nkuna, Victor Rhulani. „The role of classroom formative assessment practice in Geography“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80496.
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This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the concern remains about the average and the number of distinctions produced annually. A Framework for Learning-Oriented Assessment was used as a conceptual framework which guided this study. Research questions that guided this study aimed at investigating the possible role of classroom formative strategies or techniques on learner performance in geography, the extent to which School-Based Assessment (SBA) is used as a formative tool, the provision of feedback and the learners’ role in geography assessment. The qualitative data was collected through structured interviews, document analysis and observation involving six FET phase geography teachers from three different schools in Tshwane West District (D15).
The findings of this study indicated that the participating Geography teachers in the FET phase were committed to using differential assessment practices in their classroom to improve their learners’ results. Though, their main focus was on summative assessment, and little attention was given to the formative assessment practice. It was against this background that this study recommended that Geography teachers should be formally trained/workshopped on assessment strategies. Secondly, there is a need to infuse SBA effectively as a formative assessment aspect of the curriculum in order to improve learner performance. Lastly, to further research the significance of assessment for learning in the South African context to strengthen the education system.Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
3
Brink, Melanie K. „Teachers' Perceived Understanding of Formative Assessment And How This Understanding Impacts Their Own Classroom Instruction“. OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1342.
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The key purpose of this qualitative case study was to gain an understanding of classroom teachers’ perceptions of the process and impact of formative assessment on classroom instruction in a secondary school. The study was designed to obtain information about how teachers view formative assessment as part of their everyday planning and preparation, as well as sought to determine whether or not there was a correlation between teachers’ perceived understanding of formative assessment and their implementation of formative assessment in the classroom. The three main research questions that guided this study were: 1) How do teachers’ perceptions of their own understanding of formative assessment affect their instructional practice? 2) How do teachers’ perceptions of their own understanding of formative assessment evolve over time? 3) What supports exist to help teachers implement formative assessment at the high school level? The case study focused on participants who were current 9-12 public school teachers representing mathematics, physical education, and foreign language. To triangulate the data, multiple types of data were collected from the teachers. Pre- and post-surveys, unstructured interviews, focus groups, classroom observations with participant observation notes, and logs were used to collect the data. Data was then analyzed using analysis of the pre-surveys and compared with information gained from the other data sources. Data was later analyzed using the post-survey and compared with the information from other data sources to determine individual teacher growth over time. The results from the first research question indicated that teachers understood the accountability of both teachers and students in the assessment process, but required additional support in determining how student learning becomes the basis for use of formative assessment, types of different methods used, and overall teacher competencies about formative assessment. The second research question indicated that growth occurred when professional supports were given in areas where weaknesses were identified. Initially, formative assessment was viewed by many as a means of compliance with the new teacher evaluation system. With continued professional development, teachers’ acceptance of formative assessment increased as their understanding of the process dually increased. In addition, as teachers began to see growth in student achievement, their overall acceptance of formative assessment also increased. The third and final research question indicated that supports must not only be global in nature, but must also be focused on the individual. When teachers know where they are and know the target of where they want or need to be, instructional growth does occur. Supports for teacher instructional practice will vary based on identified needs, understanding of formative assessment, and the type of supports available. Recommendations for follow-up study include the use of additional focus groups, extending the formative assessment survey to include lengthening the time of the study, and a change in setting to avoid certain nuances that can occur with studying the same school district. Additionally, research should be completed on the long-term effects of personalized professional development and whether teachers continue to use formative assessment practices as they gain more extensive experience. Since this particular school was undergoing a complete system change while the study was being completed, it would be dually important to investigate a school that was not in the midst of such a change. With all the additional supports available to the teachers in this study, it is important to see if a teacher’s perceived understanding of formative assessment would continue to translate into instructional practice if whole school and individual supports were not as prevalent.
4
Underwood, Molly. „Assessing assessment: the impact of formative assessment training on science teacher classroom methods“. Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/underwood/UnderwoodM0812.pdf.
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Formative assessment is a different way to evaluate student needs and is unique from traditional summative assessment in both implementation and outcome. In short, formative assessment takes place during the process of learning rather than simply judging how much knowledge was gained after the process is over. While previous studies have generated promising data supporting formative assessment, adoption of the technique by classroom teachers can suffer from a lack of training and support. To understand the role of university training in formative assessment, a cohort of teachers enrolled as graduate students participated in pre and post-treatment surveys and interviews. In this case, "treatment" was EDCI 504 Evaluation and Measurement in Education. The cohort represented the experience and attitude of participants enrolled in the course, after the completion of the course and retrospectively, one to three years later. The data showed that the course directly influences the participant's teaching practices and frequency of formative assessment use in the classroom. The gradual increase in use up through a retrospective group demonstrated that formal university training in these methods can give rise to new evaluative practices.
5
Harrison, Christine Ann. „In search of formative assessment : a study of a diary intervention to promote classroom assessment in secondary science classrooms“. Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441959.
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Leung, Wing-sze. „Using portfolios for formative assessment in a secondary 6 English classroom“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040124.
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Leung, Wing-sze, und 梁詠詩. „Using portfolios for formative assessment in a secondary 6 English classroom“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040124.
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Anderson, Clinton W. „Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom“. Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5103.
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This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including “talk-friendly” probes, sticky bars, and agree-disagree statements were used in the classroom to expose gaps in knowledge, to facilitate discourse, and promote self-assessment. A triangulation of data included a district-provided pre/post-test, teacher observation, written and oral student responses of formative assessment, self-assessment, discourse, and student self-assessment on a learning goal tracker. Data gathered from student responses to formative assessment techniques given during discourse, lab experiences, in written responses, and from the student learning scale tracker were analyzed to expose misconceptions and gaps in knowledge and guide classroom instruction. Data showed that student performance data improved overall and students narrowed gaps in knowledge of the Sun-Earth-Moon system. Improvement in student participation and skill of discourse was evident; however students needed more practice developing written explanations for phenomenon within the Sun-Earth-Moon system. Through the use of self-assessments students showed improvement in ability to self-assess and realized gained knowledge toward their learning goal.ID: 031001339; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed April 15, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p, 170-172).
M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Math and Science
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Lam, Wei Ling Karen. „Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?“ Thesis, Boston College, 2014. http://hdl.handle.net/2345/3804.
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Thesis advisor: Andrew HargreavesIn 2006, Singapore introduced the Teach Less Learn More (TLLM) movement to continue the systemic changes introduced under the Thinking Schools Learning Nation vision. A curricular initiative, TLLM had implications for classroom assessments, calling on teachers to focus on the process of learning, and to use more formative and qualitative assessing. This dissertation examined the extent to which Singapore teachers' classroom assessment practices are aligned to the policy. It adopted mixed methods research to study teachers' assessment practices. Data culled from the Teacher Questionnaire used in the Trends in International Mathematics and Science Study provided the national pattern of assessment practices. Classroom practices were based on assessments contributed by eight teachers and from their interview comments. Classroom assessment practices were examined quantitatively using the Authentic Intellectual Work criteria (Newmann and Associates, 1996), and interpreted qualitatively using constructivist assessment (Shepard, 2000). The findings suggest there was incremental change in the teachers' assessment practices. At the national and classroom levels, three patterns of assessment practices--change, variety, and persistence--emerged. Of the three, the pattern of persistence was the most dominant, indicating that most teachers continued to use assessment practices that the policy was discouraging. The prevalence of the pattern of persistence meant that teachers were more likely to focus on achievement rather than on learning. At the classroom level, the result of such assessment practices was that teachers did not always present students with challenging tasks. There was a range of practices among the eight teachers. The extent to which the teachers' practices were aligned to the policy is the result of a complex interaction of policy, school, and classroom factors. Based on these findings, this dissertation suggests that to bring about fundamental change in classroom assessment practices, there needs to be greater macro policy coherence, a larger student role in the classroom, and more assessment leadership from principals
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
10
Jones, Brenda Hudson. „Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/cauetds/11.
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This study examines the relationship between the use of formative assessment in the middle school classroom and select causal factors. For the purpose of this study, the definition of formative assessments is that proposed by Heritage, Kim, Vendliski, and Herman as, “A systematic process to continuously gather evidence and provide feedback about learning while instruction is under way” (2009, p. 1). Factors affecting the use of formative assessments explored in this study include leadership behaviors, professional development, the influence of instructional coaches, and aspects of teacher demographics. Through a mixed-method design, utilizing both a quantitative and qualitative approach, data were collected and analyzed.
The quantitative data showed no any significant relationship between formative assessment and the independent variables of leadership behavior, professional development, and the influence of instructional coaches. The data showed that in the area of teacher demographics, there did exist a significant relationship between the grade level taught and the use of formative assessments, suggesting that teachers in the highest grade level (grade 8) had the highest frequency of use.
Data collected through the qualitative research revealed that the school in which more frequent professional development training was provided by the school’s instructional coach in the area of formative assessment strategies, the frequency of their use was more prevalent. The findings suggest that the influence of the instructional coach is a factor in teachers’ use of formative assessment.
Results from this study add to the body of evidence relating to use of formative assessment. As a result of the findings, the position of instructional coach and how they impact student achievement is recommended for further study.
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Dalke, Earl. „The Role of Real Time Checking for Understanding in the Middle School Classroom“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2720.
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The purpose of this study was to explore the value teachers give to the process of formative assessment and their experience with the process. This study was conducted at a rural middle school where formative assessment was not effectively used as reflected in state assessment data. The social constructivist framework, which views students as active participants in their own learning, guided this study. Research questions focused on how the teachers participated in and felt about the process of formative assessment. Eleven teachers, all of whom use formative assessment as part of their practice, were purposefully selected for this study. Data sources, including semi-structured interviews, classroom observations, and a questionnaire, provided data about teachers' perceptions of and experiences with the formative assessment process. Data analysis in the form of manual hierarchical coding, including open and axial levels, was performed to identify themes. The key findings were that the formative assessment process was viewed as important, that the effective use of formative assessment varied, depending on whether a skill was being taught or information was being disseminated, and that the refined and deliberate use of the formative assessment process is needed in order to improve student learning. This study and the associated project, a professional learning experience aimed at improving teachers' abilities to use formative assessment, may provide an approach to addressing the individual learning needs of students and, thereby, narrow academic achievement gaps among various subgroups to promote positive social change.
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Scott, Goggin Evan. „A quantitative study of the implementation of formative assessment strategies in the classroom“. Ashland University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1525371323044662.
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Kuo, Chia Lin. „A quasi-experimental study of formative peer assessment in an EFL writing classroom“. Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2863.
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The benefits of using formative peer assessment have been broadly recognized by educators. However, in the context of English as a Foreign Language (EFL) teaching, research into the effectiveness of peer assessment has produced mixed results. One major focus of research is how training can influence the effectiveness of peer assessment. A number of case studies have reported positive outcomes using particular training methods, but there is relatively little research into the application of such training methods and their effects in ordinary EFL classes. This thesis reports a study of training in peer assessment in the context of a typical EFL class. The details of the training are explored in some depth, including evidence of its effects on the nature and quality of peer assessment and the reasons for those effects. A quasi-experiment was designed to investigate the effectiveness of the extensively discussed ‘Step Training’ proposed by Min. Data were collected in the form of students’ written feedback, essays, video recording, questionnaires and interviews. The nature of students’ feedback and the quality of their essays were explored. Classroom interactions were analysed and interpreted using socio-cultural theory. Analysis of the questionnaires revealed students’ attitude towards the training and perception of their capabilities in working on peer assessment. Student interview data was analysed thematically. The findings provide a complex picture of the peer assessment training. First, the ‘Step training’ appeared to lead to improvements in the quality of both essays and peer feedback. Secondly, analysis of the classroom discourse suggested that socio-cultural factors had both positive and negative effects on the students’ learning. Moreover, ANCOVA analysis of psychological features such as attitudes towards and perceptions of the peer assessment training suggested that the students were less influenced psychologically by the training. Finally, analysis of interviews identified students’ concerns about the design of the training course. In conclusion, it is suggested that for a typical EFL writing class, the effectiveness of a rigid training method such as ‘Step training’ should be reconsidered to take into account the influence of socio-cultural factors in classroom interaction. Rather than relying just on students’ end products to monitor the effectiveness of training, socio-cultural interaction should also be examined, as this is important in developing an identity as an effective peer assessor. Suggestions for improving the design of peer assessment training are provided.
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Standefer, Katherine. „Assessment in the Hands-On Science Classroom: A Qualitative Study“. [Johnson City, Tenn. : East Tennessee State University], 2003. https://dc.etsu.edu/etd/736.
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Taylor, Marie-Anne. „Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden“. Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518.
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This study looks deeper into the concept of formative assessment. Formative assessment is described by Black and Wiliam (Developing the Theory of Formative Assessment, 2009) as being a process using tools. The mindset of formative assessment can be difficult to grasp. Therefore, this study takes up the question if and how an understanding of the formative assessment mindset is reflected in the teaching practice of teachers in the English Language Acquisition classroom. Five lectures were observed of different teachers and groups of students, in an upper secondary school in Sweden. An additional questionnaire gave insight into the mindset of the participating teachers concerning the meaning of the term formative assessment as well as their teaching practice. The definitions the teachers gave varied in complexity and this was also reflected in their teaching. Only one teacher embedded the process of formative assessment with all the 5 key strategies of formative assessment in her lecture. By comparing classroom practice and the understanding of the teachers of what formative assessment entails, I found that the more inclusive of the 5 key strategies the understanding of the teachers was, the more their teaching practice was formed by it. Furthermore, to be able to use the 5 key strategies of formative assessment needs skill and practice, and therefore training of teachers is necessary.
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Pai, Jimmy. „Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students“. Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36994.
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This study is influenced by phenomenological approaches, and is an inquiry into secondary mathematics teachers’ lived experiences with ephemeral assessment opportunities such as observations of, and conversations with, students. This phenomenon is explored through the use of reflective journals, semi-structured interviews, and focus group interviews. Two layers of analysis were used to better understand the phenomenon. The first layer focuses on emergent themes of what and how teachers think and do in the moment. The emergent themes were interrelated and categorized into eliciting, interpreting, and acting. The second layer focuses on the emergent factors that contribute to what and how teachers think and do during the ephemeral assessment process. The emergent factors were interrelated and categorized into teacher, student, relationships, and contexts. Through the two layers, the complexity of the ephemeral assessment process has been developed.
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Knodel, Shannon. „The effectiveness of a classroom response system as a method of formative assessment in a middle school science classroom“. Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/knodel/KnodelS0811.pdf.
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Formative assessments are a great tactic to determine the level of student understanding of particular concepts taught in the classroom. However, this type of assessment may take time to plan, implement, analyze, and report back to students. Students need more immediate feedback in order for the assessment to be more meaningful. This research project focused on how effective the implementation of a Classroom Response System (CRS) into a middle school science classroom was as a method of formative assessment. The data collection took place over four complete units and alternated between non-treatment (without the CRS) and treatment (with the CRS). Data was gathered and analyzed from pre-and post-surveys, pre- and post-tests, student interviews, and teacher observations. The results showed that there was no significant gain in post-test scores, but students enjoyed using the CRS, thought that it helped clear up misconceptions, and considered it to be effective in determining if information was learned. The CRS was also effective in helping the teacher assess student knowledge gained and in helping the teacher assess teaching strategies and improve lesson delivery.
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Andersson, Catarina. „Professional development in formative assessment: Effects on teacher classroom practice and student achievement : Effects on teacher classroom practice and student achievement“. Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-102394.
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The potential of formative assessment, evident in several research reviews, has raised the interest in many countries to invest in reform initiatives to develop its use. However, implementation of formative assessment is not straightforward and there is a lack of knowledge about how to design appropriate professional development. The intervention study presented in this thesis aimed to see if a random selection of teachers, participating in a professional development program with many contact hours and substantial support of an expert, implemented formative assessment in a way that increased their students’ learning in mathematics. It also aimed to examine the reasons for the teachers’ changes in their classroom practice. The twenty-two year 4 teachers attended a professional development program in formative assessment in mathematics. A mixed methods approach used classroom observations, teacher interviews, questionnaire surveys and student mathematics tests to investigate the effects on teacher classroom practice and student achievement. It was found that the teachers trained in formative assessment built on their previous formative classroom practice and added new formative assessment activities into their mathematics classroom practice to a level that had significant impact on student achievement in mathematics (p = .036, d = .66). The teachers developed their formative assessment practice in three dimensions: key processes in teaching and learning, agents in the classroom, and the length of the formative assessment cycle. The reasons for teachers ́ implementation of new formative assessment activities were well explained by the expectancy-value theory of achievement motivation. Important aspects of the professional development program were: (1) A formative and process-oriented character; (2) Activities directly useable in classrooms; (3) Experience of using formative assessment activities; (4) Connection between theory and practice; (5) Time; and (6) Knowledgeable support. The thesis shows that it was possible to provide sufficient support to a random selection of teachers for them to develop their formative assessment practice in a way that improved student achievement. However, this thesis also indicates that it can be expected that teachers would need substantial time and support to achieve such developments in their classroom practice.
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Bird, Michael John. „Rethinking formative assessment from a sociocultural perspective : a practitioner investigation in a history classroom“. Thesis, Open University, 2011. http://oro.open.ac.uk/49115/.
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This thesis investigates and analyses the practice of formative assessment, or assessment for learning (AfL) in a secondary school context. It is oriented from a personal account of my practice, both as a researcher and a teacher and charts the challenging journey of change in both. Assessment for learning (AfL) as it was presented in staff training at my school did not engage pupils in my history classes. This experience defied the recommendations of those who claimed that greater learner autonomy and better results could be achieved using it (Black et al2003; Black and Wiliam, 2006a). My department linked AfL to summative test performance so that faults by individual students could be identified and targeted. This was a view of formative assessment that ran counter to' what many researchers working in AfL intended. Lesson observations, interviews with staff and pupils in the Drama Department, which the school held up as a model of best AfL practice, revealed that this was a common approach which produced similar results. Nevertheless, observations of practice in drama did reveal a more spontaneous and emergent form of formative assessment embedded in pupils' and teachers' interactions and dialogue. It appeared much more purposeful in terms of pupils' learning but it remained unrecognised by teachers and school leaders. The thesis explores this conundrum by establishing what is problematic with the enactment of the practices advocated at institutional level and seeks to understand formative assessment based on sociocultural learning theories, which view learning as situated and social. It uses tenets distilled from the theories and observed practice to inform how similar conditions could be created that would enable a formative assessment dialogue that engages pupils in their learning to emerge in the subject of history. The main study employs a sociocultural action research design taking account of Rogoffs three planes of analysis and foregrounding the interactions in the history settings to explore the intervention in my practice to generate a formative learning discourse. Detailed analysis of interactions and dialogue within classroom settings and interviews with pupils focused on the impact of changes and lessons learned.
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Roble, Amanda J. „Unpacking the Formative Assessment Processes of Secondary Mathematics Teachers Who Use Wireless Networked Classroom Technology“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440375025.
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Greve, Curt Michael. „Reading Beyond The Folder: Classroom Portfolio Assessment As A Literacy Event“. Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467129338.
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Boon, Stuart Ian. „How can peer assessment be used in ways which enhance the quality of younger children's learning in primary schools?“ Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38029.
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Peer assessment actively engages peers in the formative assessment and evaluation of work produced by a peer. This thesis explores how social processes, such as classroom talk, influence the quality of children’s learning in more interactive contexts of PA. This focus is needed since children often find PA challenging as they may not have the interpersonal skills to collaborate effectively leading them to use talk ineffectively as a tool for learning. This research was interventionist and children in the year three and four classes I taught received Thinking Together lessons as a strategy to enhance the quality of their talk in contexts of peer assessment. Methods used to examine the impact of the talk intervention, and to gain greater insights into the role that the social context plays in peer assessment, included transcribed digital audio recordings, open ended observations, semi-structured interviews, mind maps and children’s work. Qualitative data were analysed using thematic coding analysis whilst data in transcripts were quantitatively analysed to calculate the frequency of words and phrases associated with exploratory talk before and after the intervention. Findings suggest that children’s characteristics influence the way they communicate in contexts of PA and some of the most challenging learners seemed to benefit most from the talk intervention in terms of its influence on their ability to collaborate, hypothesise and reason throughout the peer assessment tasks. The findings also draw attention to previously under-researched PA social processes such as discussion, negotiation and peer questioning that lead to outcomes for learners such as self assessment. The main conclusions drawn are that more interactive kinds of peer assessment might be viewed as a differentiated and discursive practice where teachers consider the various needs of learners, based on their individual characteristics, and provide appropriate support so they are able to collaborate and use language for mediating effective PA practice.
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Lau, Ching-heung, und 劉清香. „A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208791.
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This study compares formative assessment practices in primary mathematics classrooms in Guangzhou, Hong Kong and Melbourne. Nine schools (three in each research location) were studied to examine the similarities in and differences between formative assessment practices for mathematics, and to identity underlying factors that may account for these similarities and differences. Videotaped classroom observations and face-to-face semi-structured teacher interview were the main data collection methods employed.
The study identifies several similarities and differences in formative assessment practices by reviewing a total of 1140minutes of videotaped classroom observations (380 minutes from each city). Four similarities were noted: (a)a common structure of formative assessment practice; (b) providing feedback on what students had done well and what they needed to improve; (c) encouraging students to engage actively in the feedback process; and, (d) infrequent use of practical assessments. In addition, six differences were found: (a) interpreting, judging and suggesting on students’ work; (b) forms of assessment (including self and peer assessment); (c) assessment items; (d) effective feedback;(e) specific format for presenting mathematics; and, (f) ways of receiving feedback.
Three key factors have been suggested to account for the similarities in and differences between formative assessment practices in primary mathematics classrooms in the three research locations: (a) cultural influences on mathematics learning and examinations; (b) assessment reform initiatives; and, (c) teachers’ conceptions about formative assessment. This study contributes to the understanding of formative assessment practices in the classrooms by proposing a theoretical framework for comparing formative assessment practices that takes into account cultural, social, school and classroom factors. Potential directions for future research are suggested, including further comparisons of mathematics formative assessment practices at other schools in Guangzhou, Hong Kong and Melbourne, and in other countries with similar cultural backgrounds.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Jones, Darla K. „Exploring the validity of voice recognition for formative classroom based assessment : an oral reading fluency application /“. view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136424.
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Thesis (D. Ed.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 85-91). Also available for download via the World Wide Web; free to University of Oregon users.
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Herron, Sheena Rosemary. „Enacting and experiencing formative assessment from a sociocultural perspective : a case study in a Year 4 classroom“. Thesis, Open University, 2012. http://oro.open.ac.uk/49154/.
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The claim for formative assessment is that it supports significant gains in children's measured achievements. The literature however reveals significant gaps in that there is little practitioner-based research, a lack of theoretical justification for formative assessment practices with sociocultural approaches underrepresented, and younger children neglected. The purpose of the study was to develop and enact a sociocultural pedagogy and explore how formative assessment is understood and enabled, in this approach to teaching and learning. It was carried out in a Northern Ireland primary school, exploring, from a practitioner's perspective, the potential of formative assessment to support young children aged 7-8 years becoming writers. An approach to writing was developed that viewed it as an element in the larger project of narrative construal (Bruner, 1996). Cook and Brown's (1999, see Figure 2 below) proposition of four distinct and co-equal forms of know ledge: explicit, tacit, individual and group, distinguished from knowing - that which emerges in interaction with the social and physical world, was used to understand how in the interplay of knowledge and knowing new knowledge and ways of knowing are generated. The metaphor of formativity (Murphy, 2009) was found helpful to capture the nature of what teachers need to attend to in supporting the process of 'bridging epistemologies' within this 'generative dance'. Ethnographic methodology was used: this involved a hybrid, mediational case study involving three cases of Year 4 classes to allow dialectical relationships among different planes of mediation to be taken into account (Lave, 1988; Rogoff, 1995). Main sources of data were observation, field notes, informal interviews and reflective journal writing which served as a dialogic tool (Wells, 1999). The fmdings reveal how 'formativity' emerges in the jointly negotiated reification of the community (Wenger, 1998). It is from this shared resource, that teachers and learners appropriate whatever is formative for them to progress deeper into practice. Reconceptualising writing outside of the narrowly focused schooled curriculum liberated the children to write in response to their own interest and purposes, making it possible for them to develop identities as writers. The research also revealed that fundamental change in teachers' practice requires associated change in institutional cultures and practices and policies that empower, inspire and treat teachers and children as knowledgeable and trustworthy.
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Balboa, Álvarez Carolina. „The Power of Peers: A study on teachers' beliefs on peer and self-assessment in the EFL upper-secondary school classroom in Sweden“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35535.
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This study investigates teachers’ perceptions about the value of peer and self-assessment as tools for enhancing EFL writing in the context of upper-secondary education in Sweden. In addition, this study examines the relationship between teachers’ beliefs, knowledge of the methods, and their reported teaching practices. Based on teachers’ comments, this paper identifies the ways in which peer and self-assessment can be effectively implemented in EFL classrooms. A mixed-methods approach was used in the study. Three qualitative, semi-structured interviews were conducted. The interviews were complemented with a questionnaire survey in order to check the generality of the interview findings. Through a process of triangulation, the datasets obtained from the questionnaires and interviews were analysed and interpreted in light of theory and recent research on peer and self-assessment. Results show that these teaching and learning tools are appreciated by teachers as a way to enhance learning in relation to EFL writing. However, the investigation showed significant inconsistencies regarding teachers’ usage of the method. The results obtained showed that, in order for these practices to be effective, careful training is needed. Moreover, in order to provide proper training for their students, teachers themselves need to understand the value of the tools, and to be trained in how to effectively implement them. Therefore, the study concluded that information about peer and self-assessment should be included in teacher education and in-service training in Sweden.
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Sulieman, Nidal, und Abeer Wannus. „Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.
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This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative assessment in relation with the school subjects and particularly with English as a Foreign Language. The data was collected by exploring different electronic websites. The results of this literature review show that teachers' knowledge of the formative assessment has significant influencing factors on their practices and on supporting students’ metacognition; however, the implementation of formative assessment continues to be hazy.
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Tober, Jennie Elizabeth. „Impact of Standards-Based Grading on Perceived Classroom Goal Structures andStudent Motivational Beliefs“. The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543421779746827.
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Walani, Nathan Douglas. „An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands“. The University of Waikato, 2009. http://hdl.handle.net/10289/2791.
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A key purpose of this qualitative study was to gain an understanding of classroom teachers' perceptions of the value and impact of formative assessment in secondary schools in Solomon Islands. The process of data collection included initial interviews with five classroom teachers selected from four secondary schools in Honiara, Solomon Islands. The interviews were conducted using semistructured interviews with each of the teachers and ended with a focus group conversation. The findings of this study indicated that formative assessment, as a classroom strategy, does have a place in secondary schools in Solomon Islands. Assessment for learning (AfL) is currently employed by these teachers, but the form of formative assessment as reported being used in Solomon Islands secondary school classrooms is limited by policies, systems and methods employed by schools. This study suggests that if classroom teachers are to become effective 'mediators of learning' they must have a better theoretical understanding of social constructivism and metacognition. Otherwise, assessment will always sit outside the process of learning, and classroom teachers and learners will always play traditional rather than contemporary roles in the learning and teaching (and assessment) process. For improvements to be made in areas highlighted in this study, focus must be on teacher knowledge and ability and the policies and practices of schools. Unless teachers, students, parents and policymakers see and value the potential of formative assessment, it will continue to be underemphasized, under-valued and under-used.
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Adewoye, Oluwakemi. „The Effects of Professional Development and Formative Assessment Quality on Students' Self-Regulation in Primary School Mathematics“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5599.
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Student self-regulation is associated with mathematics achievement in Nigerian primary schools, and formative assessment holds promise for increasing self-regulation. However, to date no research has explored teacher professional development (PD) for formative assessment and its effects on students' self-regulation in Nigerian primary schools. This quasi-experimental nonequivalent control group design used Desimone's teacher professional development conceptual framework, Popham's model for practicing formative assessment, and Zimmerman's concept of self-regulated learning. Research questions concerned whether differences existed in teachers' practice and students' self-regulation between two groups of Nigerian primary school mathematics teachers who received variations of professional development. The sample was 13 volunteer mathematics teachers (7 in a workshop plus follow-up group and 6 in a workshop-only group) and 183 students from 7 primary schools. Teacher formative assessment quality (FAQ) data was collected from 3 classroom observations and student end-of-project self-regulation was measured via a questionnaire. Descriptive analysis at the teacher level showed that teachers in the workshop-plus group had a higher level of FAQ than workshop-only teachers. A t test showed students with workshop-plus teachers had significantly higher self-regulation scores on average than students with workshop-only teachers, although FAQ did not correlate with students' self-regulation scores, possibly due to a small sample size. This study contributes to social change by providing supporting evidence for school administrators to provide workshop plus follow-up coaching PD to teachers to increase the quality of formative assessment, which may have implications for improving mathematics achievement among primary students in Nigeria.
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Norberg, Anna-Maija. „Undervisning och bedömning i svenska på högstadiet : Elever i årskurs 7 skriver saga och recension“. Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121358.
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Srur, Lana. „A Study Regarding Upper Secondary Teachers’ Beliefs on the Use of Google Docs in the English Classroom“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30560.
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As part of the increasing use of technology in society, one particular school in Sweden follows the same path. The chosen school for this study has integrated digital tools such as laptops and a web service called Google Classroom. Within the service, there is an additional document creator called Google Docs which has several functions such as, storage, document creation, editing and commenting on texts and allowing instructors and peers to view the process in real-time (Slavkov, 2015; Wiles, 2015). The integration of Google Docs is of interest in this paper and the aim is to investigate its advantages for the feedback process and students’ collaborative work, and the possible disadvantages. The methodology in this study is a qualitative semi-structured interview with two upper secondary teachers in one school in Sweden. Both participants are experienced in using digital tools in their EFL teaching. Therefore, they help create further understanding and the pedagogical values of Google Docs. On the one hand, earlier studies promote Google Docs as an effective tool when it comes to managing and monitoring students’ work (Chu & Kennedy, 2010; Kessler et al. 2012), and the potential to improve student collaboration (Seyyedrezaie et al, 2016; Ishtaiwa & Aburezeq, 2015). Results show both teachers express that Google Docs is flexible and easy to use and share similar views regarding the facilitation of the writing process and feedback process. Likewise, in terms of students’ collaborative work. On the other hand, both teachers express similar concerns regarding the feedback process. The students would often rather know the final grade for their assignment rather than follow up on the formative feedback. Also, there are concerns that during collaborative work the students with higher L2 proficiency tend to have more workload than the others and end up teaching the lower proficiency level students’ important information that they should have listened to. The results imply that teachers need further guidance on teaching methodology, strategies for formative assessment follow up and organization of groups within classes when working with Google Docs.
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King, Holly M. King. „Teacher Affective Attitudes Inventory: Development and Validation of a Teacher Self-Assessment Instrument“. Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1499723746040929.
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Van, Aswegen Sonja-Mariè. „An analysis of learner-centredness within teacher education institutions : case study / Sonja-Mariè van Aswegen“. Thesis, North-West University, 2004. http://hdl.handle.net/10394/49.
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Over the past few years many changes have taken place in the content and presentation of teacher
education programmes in South Africa due to the paradigm shift from teaching to learning. As a result,
the primary learning environment for undergraduate students, the fairly passive lecture-discussion format
where teacher educators talk and most students listen, is contrary to almost every principle of an optimal
student learning setting. The current view in teacher education is that teacher educators should create
learner-centred and learner-controlled environments where student learning and success determine the
boundary.
The idea of focusing on learning rather than teaching requires that teacher educators rethink their role
and the role of students in the teaching and learning process. When focussing on learning rather than
teaching, teacher educators must challenge their basic assumptions about how people learn and what
the roles of teacher educators should be. It may be necessary to unlearn previously acquired teaching
habits, and rethink the role of assessment and feedback in learning.
Meaningful, formative assessment can play a key role in shifting to a learner-centred approach because
it provides important information to both students and teacher educators at all stages of the learning
process. To achieve this, it is essential that teacher educators do not simply add assessment as an extra
to an existing, non-interactive scheme of work, but that they integrate assessment effectively and
efficiently with their instruction. This requires a major shift in how assessment is planned and integrated
and a working framework for integrating assessment with instruction can be most valuable to teacher
educators.
The purpose of this study was to:
Determine the nature and scope of ESL teacher educators' tasks, within a Faculty of Education Sciences, at a tertiary institution. Determine the extent to which ESL teacher educators are implementing a learner-centred approach to teaching and learning. Identify the factors, if any, that impede the transition to a learner-centred approach to teaching and learning. Provide recommendations to facilitate the implementation of a learner-centred approach to teaching
and learning.
Determine how, when and how often ESL teacher educators are currently conducting assessment.
Identify possible shortcomings of the existing assessment system of ESL teacher educators.
Provide a framework for implementing assessment within a learner-centred approach to teaching and
learning.
A one-shot cross-sectional survey design was used in this study. The participants included all the
teacher educators (N=5) within the Subject Group English in the Faculty of Education Sciences .at the
Potchefstroom University.
Three data collection techniques were used in this study, namely a questionnaire, semi-structured
interviews and classroom observations. The purpose was to triangulate the data in order to get as
complete a picture as possible of the extent to which the teacher educators' teaching and learning
~racticesre flected a focus on learner-centredness.
The results of the study can be summarised as follows:
Descriptive statistics (means and percentages) were used to analyse the data. The data collected during
the interviews were reported as narratives.
The results indicated that the teacher educators in this study spent a significant percentage of their time
on preparation for class meetings and assessment. Each teacher educator taught for the full twelve
weeks of each semester and, therefore, did not have one week free of teaching the entire year.
Although the teacher educators embraced some learner-centred methods such as group work and
interactive class discussions, they still assumed most of the responsibility for the learning processes and
classroom behaviour of the students. They mainly focused on what to present in the contact sessions
and spent time organizing presentations of information rather than developing materials to facilitate
learning. The teacher educators often reverted to more familiar, traditional approaches and emphasized
the following issues as affecting the effective and efficient transition to learner-centredness: curriculum
coverage and lack of time, lack of proper training, size of student groups, other teacher educators'
cynical attitudes and students' attitudes towards learning. The teacher educators made use of a variety of assessment methods and assessed students continuously, but these assessments were not used for promoting student learning, but rather for grading purposes. Students received traditional feedback such as grades, marks and scores, but they seldom received feedback on what they did wrong and how they could rectify it. Overall, it was assessment of
learning and not assessment for learning.
A major factor impeding the implementation of a learner-centred assessment approach was the demand
formative assessment methods placed on the professional time of the teacher educators. In order to
utilise time effectively and integrate assessment with the instructional design, teacher educators expressed the need for a workable framework to assist them in planning their assessment practices.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
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Hartell, Eva. „Assidere Necesse Est : Necessities and complexities regarding teachers’ assessment practices in technology education“. Doctoral thesis, KTH, Teknikdidaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-160092.
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This thesis focuses on teachers’ assessment practices in primary and lower secondary schools for technology education (Sv. Teknik). It is grounded in my prior experience as a teacher but also addresses the national and international research fields of technology education and assessment. The thesis is based on four papers covering different aspects of teachers’ assessment practices in technology. Its aim is to contribute to knowledge regarding how teachers use assessments in primary and lower secondary school. The thesis explores: teachers’ formal documenting practices; primary teachers’ minute-by-minute classroom assessment; teachers’ views on assessment and finally teachers’ statements and motives relating to criteria for success while assessing students’ e-portfolios. The choice of methods varies, depending on the focus of each sub-study, including quantitative data, collected from official governmental databases, software-generated statistical data and questionnaires as well as qualitative methods such as observations and interviews. Formal documents proved to be unsupportive for teachers’ assessment practices. Lack of instruction and deficiencies in design templates made these documents practically useless. The classroom study shows that the studied teachers have great ambitions for their pupils to succeed but lack collegial support concerning their assessment practices. Findings also show that teachers who are specifically trained in technology show higher self-efficacy regarding their assessment practices. Based on the results from the teachers' assessments of e-portfolios, it is concluded that there is consensus among the teachers to focus on the whole rather than on particular details in student’s work. The overall results strengthen the importance of designing activities and that students should be taught and not left to unreflective doing in technology. Teachers’ assessment practices are complex. This thesis shows that teachers work with assessment in different ways. It is also shown that the educational environment is not supportive enough. Assessment is a necessity in the endeavour of bridging teaching and learning in technology, thus affordance for teachers’ assessment practices must be increased.QC 20150216
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Swartswe, Linnea. „“We are not going to hide what they are going to learn” - A Study about Rubrics for Speaking Skills in The English Classroom“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30600.
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A rubric specifically for speaking skills was recently implemented and practiced in an English classroom for grade 6, in a school in the south of Sweden. The predetermined effected results of how the rubric works is debated among many schools and researchers, but no research have been done on the actually effects specifically in this area recently. Therefore, the overall aim for this study is to analyse how this specific tool for the spoken language learning works in practice. The study includes theory and previous research, which will be presented and moreover discussed in relation to the findings. Semi-structured interviews will be used and the participants are two teachers who teached year 6 at the same school in a city in the south of Sweden; both used the rubric in the English classroom. I investigated why and how it was implemented and used in the English classroom. Moreover, I answered the questions of what kind of rubric was used; and by comparing the rubric to the knowledge requirement in the syllabus, I determined how it outlined the knowledge requirements. In addition, by analysing the teachers’ answers, I investigated how the rubric affected the students’ learning and how it facilitated the learners’ self-awareness of their language development. The conclusion demonstrates that the rubric for speaking skills is beneficial for the majority of the students, but it has a negative effect on the students who are on a lower knowledge level than the rubric includes.
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Decoff, Michelle. „Fostering formative assessment in Hong Kong primary classrooms“. Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554111.
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Kettyle, Joy. „Formative assessment practice in further education classrooms : A sociocultural perspective“. Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534718.
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Harris, Steven E. „Teachers’ Understanding and Use of Formative Assessments in the Elementary Mathematics Classroom“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112699.
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In 1998 Paul Black and Dylan Wiliam published the article, Inside the Black Box: Raising Standards Through Classroom Assessment (Black & Wiliam, 1998b). They asserted that formative assessments were the strongest way of raising student achievement. There are a number of empirical studies that document positive impacts of formative assessment on student learning (Brookhart, 2004; Allal & Lopez, 2005; Köller, 2005; Brookhart, 2007; Wiliam, 2007; Hattie & Timperley, 2007). There are also critics of much of the existing research (Shute, 2008; Dunn and Mulvenon, 2009; Bennett, 2011; Coffey Hammer Levin and Grant, 2011).
The literature points to the need for more research in this area. Shavelson (2008), who looked at formative assessment in the science classroom stated, “[a]fter five years of work, our euphoria devolved into a reality that formative assessment, like so many other education reforms, has a long way to go before it can be wielded masterfully by a majority of teachers to positive ends. This is not to discourage the formative assessment practice and research agenda.”
In this study I examined how teachers understand formative assessment in relation to their instruction, and how they actually implement formative assessment in their math classrooms. I used a thematic analysis research design, analyzing interviews, and observation recordings and field notes. I created a Depth of Implementation Framework, based on both a definition of formative assessment constructed from the review of literature and on the data gathered from teachers, to help make sense of the interplay between teachers’ understanding and use of formative assessment. Based on the data, teachers’ use of formative assessment was characterized as deep, developing or superficial.
Teachers’ understanding of formative assessment, especially the definitions that they constructed for themselves, had an impact on both how they used formative assessment and how they saw themselves improving their use of formative assessment.
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Feng, Huili. „Senior ESOL students' experiences of and attitudes towards formative assessment in mainstream secondary classrooms“. Thesis, University of Canterbury. Education, 2007. http://hdl.handle.net/10092/1058.
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Assessment is one of the key strategies that, if used correctly, can effectively enhance student learning. This study explores senior ESOL (English for Speakers of Other Languages) students' experiences of and attitudes towards formative assessment in the mainstream classroom. The purpose of this study was to investigate how formative assessment might be used effectively to enhance ESOL students' learning from the perspective of senior ESOL students. Data were collected using mixed methods including questionnaires and follow-up interviews with a range of participants from different ethnic backgrounds. One hundred ESOL students participated in the questionnaire and 22 were subsequently interviewed. The questionnaire provided data on the majority ESOL students' experiences and attitudes. Then the interviews allowed participants to describe their experiences and attitudes in more detail. The qualitative methodology used also provided the opportunity for the participants to explain any possible reasons for their attitudes. This study revealed that all the participants had some experiences in some of the formative assessment activities used in classroom. The participants' perspectives also indicated that ESOL students' high expectations for their academic achievement relied on teachers' understanding of their needs as well as effective classroom practice. Feedback was the most favoured formative assessment method by the ESOL students because the students could find out what they had done correctly and where they had gone wrong. Questioning was not liked by the participants, partly because of the language barrier limiting their understanding of the questions, partly because of the way teachers asked the questions (i.e. no wait-time), and partly because of cultural sensitivity (i.e. not wanting to draw attention to oneself). However, the value of questioning as a formative assessment method was recognised by a number of the participants. Self-assessment was liked and found to be useful by some participants. Peer assessment was not liked because of the students' mistrust of their peers' ability to mark their work correctly. Sharing learning objectives and assessment criteria was regarded as an important way to enhance learning as long as teachers provided clear explanations. The study raises questions about the effectiveness of existing formative assessment activities used in classroom and suggests some specific strategies that may help ESOL students learn more effectively. This study clearly indicates that not all formative assessments are equally effective to students of different backgrounds. The choice of formative assessment methods and the way they are administered in class are both important in determining their success for the participants. ESOL students have their own characteristics and needs (e.g. language limitations) and these should to be taken into consideration when choosing and implementing formative assessment methods. The study is of interest in particular to those who teach ESOL students in mainstream classrooms but also has strong links to the field of cross cultural communication, and to the study of effective teaching and learning.
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Yu, Lai Wah. „Dilution, corruption and redemption : authentic formative assessment in the subject classrooms of General Studies“. Thesis, Durham University, 2005. http://etheses.dur.ac.uk/762/.
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This thesis investigates the implementation of formative assessment by student teachers in the 'figured world' of General Studies classrooms in Hong Kong. It aims to make suggestions for the effective preparation of student teachers in providing formative assessments in classrooms, and to provide insight for practising teachers when they plan to implement formative assessment in their subject classrooms. Twenty-nine student teachers, taking General Studies as one of their electives in the Postgraduate Diploma of Education programme, were invited (and they all agreed) to be co-researchers during the first phase of the study. During their learning of the curriculum studies module, they learned and experienced the major characteristics of formative assessment. In the second phase of the study, fifteen of them were invited (and they all agreed) to continue to participate in the study to investigate their implementation of formative assessment during their student teaching in local primary schools. The findings of the study show that after undergoing the intervention conducted by the researcher, most of the co-researchers grasped some basic concepts of formative assessment, though they did not have such learning and experiences in their previous education. During their student teaching, most of them claimed that they had implemented formative assessment in General Studies classrooms, and encountered different constraints and problems. A model of implementing formative assessment in the subject classrooms of General Studies is produced. Each co-researcher submitted a videotape of one lesson, to allow verbal reports to be compared with actual classroom behaviour. These videotaped lessons showed jjj differences between the intended and the implemented curriculum in classrooms, brought about by various constraints and difficulties. The attained curriculum reflected the fact that authentic formative assessment was either diluted or corrupted. The results of the study suggest it may be easier to change the intentions of the co-researchers than their actions in classrooms. It is suggested that the teacher education institute should take a leading role in the education reform in Hong Kong to involve schools in the practice of assessment for learning. Furthermore, school teachers should be encouraged to take the initiative in launching the educational change of formative assessment in their subject classrooms, to seek approval from principals and school boards, as well as support from parents and students in order to institutionalize the change. They may also conduct action research to make improvements to practice during the change process.
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Shirley, Melissa Lynn. „A Model of Formative Assessment Practice in Secondary Science Classrooms using an Audience Response System“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245689546.
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Chevalier, Jon. „Teachers' Perception of Handheld Response Systems as a Tool for Formative Assessment in High School Classrooms“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/952.
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While research supports that formative assessment can improve student learning, it is rarely used and difficult to implement. The purpose of this qualitative case study was to investigate the use of student handheld response systems (SRS) as a tool for formative assessment in high school classes as well as teachers' attitudes towards this emerging technology. Self-efficacy and motivation theories provide the theoretical framework for this study. To explore this phenomenon, data were collected via an online interview from high school teachers (n=11) and were analyzed using inductive coding. Three themes emerged from this analysis and served as a basis for a professional development plan that school districts may use to incorporate formative assessment via SRS into their curriculums. These themes included strong teacher and student satisfaction, improved formative assessment, and improved pace of instruction. This project study will contribute to the existing literature on formative assessment and student response systems. Additionally, it will also initiate social change by giving school districts a framework for how to implement the broader use of these devices in classrooms and may impact how these teachers use assessment. Shifting the focus of classroom assessment from simply measuring student learning to improving instruction can in turn increase student learning.
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Smithberger, Mark E. „The Impact of Training on Implementation of Formative Assessments in High School Core Area Classrooms“. Ashland University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1522658872071245.
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Mvelase, Newton Bhekisisa. „An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase“. Thesis, North West University, 2014. http://hdl.handle.net/10394/13170.
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In 2006 the Gauteng Department of Basic Education (GDoBE) launched a pilot project to introduce Assessment for Learning (AfL). This initiative was prompted by learners’ poor performance; especially in subjects such as Mathematics and English. The AfL project was introduced in selected primary and secondary schools. Grade 5 teachers for all subjects and Grade 10 teachers for all subjects within selected primary and secondary schools formed part of the pilot project. These teachers were oriented and introduced to AfL, after which workshops to strengthen teachers’ understanding and skills of AfL were conducted. Lead educators (District Learning Area facilitators or Subject Advisors), were required to monitor and support participating schools and teachers in implementing AfL.
Based on a literature and empirical study, the researcher explored the comprehension and implementation of AfL by selected primary school Mathematics teachers that participated in the AfL pilot project of the GDoBE. The empirical study was approached by means of a qualitative research design in the form of a multiple case study. Individual interviews, observations and focus group interviews were used to collect data from purposive selected teachers from three Gauteng Districts (Johannesburg West, Johannesburg North and Ekurhuleni South). Both Township and ex-Model C primary schools were included in the study and eventually a total of 11 Mathematics teachers from these schools participated in the study. The research results revealed that the sampled teachers’ comprehension of AfL can be rated as satisfactory since they realise its potential in terms of learning and learner development. Moreover, these teachers show an awareness of the relation between formative (AfL) and summative assessment (assessment of learning (AoL)). With regard to its implementation, it is clear that a lack of support from colleagues, School Management Teams (SMTs) and District officials impede on the successful implementation of AfL. Other factors hampering the implementation of AfL include time constraints, uncertainty about appropriate resources and the simultaneous implementation of the Curriculum and Assessment Policy Statements (CAPS) and the Gauteng Primary Literacy Mathematics Strategy (GPLMS). It is further noted that the elements of AfL, which includes the sharing of learning intentions, questioning, feedback and peer and self-assessment, are all mediocrely implemented.MEd (Learning and Teaching), North-West University, Vaal Triangle Campus, 2014
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Van, Neel Adrian Richerd. „The implementation of formative assessment policies in two Grade 10 life science classrooms in the Keetmanshoop district“. Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004371.
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This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their learners. The study situates itself in the context of Namibian educational reform by reviewing relevant literature pertaining to learner-centred (constructivist) education and assessment practices in pre- and post-independent Namibia. The study highlights issues pertaining to formative assessment that are at variance with reform policies, identifying six recurring themes that explain how formative assessment policies are implemented. These are teachers' perceptions of formative assessment and its role in teaching and learning, the type of learning being developed, marking/assessing assessment tasks, the integration of formative assessment into classroom instruction, strategies teachers used to implement formative assessment, and types and purpose of activities. The themes that evolved during the data gathering process provide insight into the ways in which teachers perceive formative assessment in relation to the ideals of Namibian educational reform policies. In the light of these findings, the study makes recommendations concerning the implementation of formative assessment policies so as to render these congruent with the theory underpinning leamer-centred education.
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Afitska, Oksana. „A formative perspective on language teaching and assessment : supporting young ethnic minority children in English primary classrooms“. Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/ab788931-7864-4482-a651-f918a5df6b27.
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Over the last decade there has been an increased interest in investigation of assessment for learning. However, to date there are still very few studies that investigated assessment for language learning, or formative language assessment, focusing particularly on: (1) effects of formative assessment on learners' linguistic development and on teachers' teaching and lesson planning; (2) variables influencing the frequency and extent of effectiveness of formative assessment; (3) teachers' anc leamers' views on teacher feedback, learner peer- and self-assessment; and (4) and lulfilment of the requirements set in the official policy documents on effective teaching and assessment of leamers with EAL in real classrooms.
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Arias, Morel Angela, und Louise Torgén. „The use of learning rubrics in English as a foreign language primary school classrooms in Sweden“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33599.
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Learning rubrics are adapted to the students’ understanding, and contain a clear focus of what they are supposed to learn. Teachers’ knowledge about them seems to be limited, and assessment rubrics are a more common tool for teachers’ assessment practices (Alm, 2015).Even though the Swedish school curriculum encourages teachers to use formative assessment as an active part of their teaching, due to its beneficial factors for students learning development, studies have shown that summative assessment is a preferred practice among teachers.This paper analyzes the teachers use of learning rubrics in English as a foreign language classroom in the Swedish primary schools. The focus lays on finding out teachers experiences and beliefs about using learning rubrics as a formative assessment tool. According to theories and findings within formative assessment a certain set of criteria must be met, something which learning rubrics do. In order to fulfill this papers purpose, we combined a quantitative study that was carried out on 55 teachers, and a qualitative study that was centered around interviewing 5 teachers. Our results showed that 38 % of the 4-6 EFL teachers used a continuous formative assessment, which occurred during lessons or over a longer span of time. In regards to the use of learning rubrics only 3% used learning rubrics for a formative purpose. Results also revealed that a combination of learning rubrics, and assessment rubrics are more commonly used rather than only the use of learning rubrics in the language classroom. Through the combination of these two types of rubrics it helped in clarifying what was assessed and in what way it was assessed. It would also be used to make teachers’ arguments visible both for the students and the caretakers at home. However, if teachers do not apply the necessary adaptations to the formative process, the benefits are not obtained.
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Villalpando, Suzanne Martinez. „Principals' leadership for learning : formative assessment strategies in every classroom“. Thesis, 2013. http://hdl.handle.net/2152/24367.
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The purpose of this study was to explore how school leaders address both the technical and professional socialization needs of teachers during the planning and implementation of student formative assessment in every classroom, an initiative that is often implemented as a means of gathering the data needed to support the academic needs of all learners (Black & Wiliam, 1998; Bolman & Deal, 2008; Heath & Heath, 2010; Leithwood & Seashore Louis, 2011; Wiliam, 2010). In order to determine school leadership considerations for addressing the technical and professional socialization needs of teachers during the implementation of student formative assessment in every classroom, two research questions guided the study:
1. What do teachers perceive to be their technical and professional socialization needs experienced during the planning and implementation of student formative assessment and how are these met?
2. What are the school principals’ perceptions of how they address the technical and professional socialization needs of teachers during the planning and implementation of student formative assessment?
Using a grounded theory approach, this qualitative study examined the perceptions of both teachers and principals through a multi-site case study design (Miles & Huberman, 1994). This design was chosen in order to gather insight regarding the perceptions and experiences of principals and teachers at three elementary campuses that have implemented student formative assessment in every classroom. The sites and participants for this study were purposefully selected. Data were collected through interviews and focus groups. In order to confirm emerging theoretical explanations, the researcher gathered additional data through a review of relevant documents, such as district and campus improvement plans.
The prominent technical needs identified by teachers in this study were the development of a campus-wide common terminology, participation in vertical teaming, and the maintenance of the support role of a campus instructional specialist. Furthermore, teacher participants identified their professional socialization needs as reassurance from the principal with new professional learning, a gradual pace of implementation for the student formative assessment initiatives, meaningful teacher-to-teacher interaction, open and transparent communication with the principal, and opportunities to participate in building cohesive grade-level teams. Principals perceived their technical supports as facilitating vertical teaming, providing a campus instructional specialist, embedding time for collaborative professional development, and setting clear expectations for implementation. Additionally, principals perceived their professional socialization supports for teachers as facilitating the building of cohesive grade-level teams, providing reassurance with new implementation, promoting open and transparent communication, promoting a gradual implementation pace and facilitating meaningful teacher-to-teacher interactions.text
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Gossett, Nicholas Stanford. „Bridging the gap : self-assessment, e-portfolios, and formative assessment in the foreign language classroom“. 2013. http://hdl.handle.net/2152/21690.
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Despite the amount of empirical evidence available to validate the claim that language learners have the ability to evaluate their own abilities in a foreign language, many educators feel that self-assessments are unreliable and do not fit into the foreign language classroom. However, the move towards a proficiency-based student-centered classroom over the past two decades has caused many educators to rethink the use of self-assessment measures in the foreign language classroom. At the same time, portfolios have emerged as assessment tools for both educators and learners. Most recently, with the technological advancements in the past decade, Internet-based e-portfolios have become increasingly popular in education. However, there are very few studies on the use and implementation of e-portfolios, specifically in the foreign language classroom. This dissertation examines the role of self-assessment in the foreign language classroom. It utilizes an e-portfolio platform with pre-loaded can-do statements to create an evidence-based self-assessment for an intensive Russian language class. This dissertation presents self-assessment as a teacher-validated process utilizing formative assessment to create a learner-centered environment outside of the classroom. The study correlates results from three separate foreign language assessment tools to determine their relation to one another. The study promotes a holistic approach to language assessment and provides a process for holistic approach in the foreign language classroom. The process outlined in this study is easy to replicate and can be incorporated into foreign language courses with a limited amount of resources.text