Dissertations / Theses on the topic 'Formative assessment'
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Stevens, Lisa Russell. "Culturally responsive formative assessment." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/stevens/StevensL0812.pdf.
Full textOxenford-O'Brian, Julie. "Formative assessment in context." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605480.
Full textThis dissertation responds to critical gaps in current research on formative assessment practice which could limit successful implementation of this practice within the K-12 classroom context. The study applies a socio cultural perspective of learning to interpret a cross-case analysis of formative assessment practice occurring during one mathematics instructional unit in a 5th and one in a 6th grade classroom. It illustrates how a fully defined theoretical foundation deepens understanding of the roles of formative assessment in learning, posits a working definition by which the describe what formative assessment practice looks like and sounds like as it is occurring in actual classrooms, and explains how the classroom social context influences formative assessment practice. The study has implications for future researchers investigating formative assessment practice; practitioners interested in implementing formative assessment practice; and policy makers evaluating the effectiveness of teachers' instructional practice.
Wallace, William. "Formative Assessment: Benefit For All." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5884.
Full textM.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Mathematics and Science Education
Blecher, Hannah, and Martin Hörlin. "Formative assessment in elementary school." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40027.
Full textХодцева, Алла Олександрівна, Алла Александровна Ходцева, and Alla Oleksandrivna Khodtseva. "Insights into Formative Assessment in ELT." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67243.
Full textSvenato, Giancarlo. ""How formative of you,teacher!"-Implementing formative assessment at Klara Södra Gymnasium." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28450.
Full textHoti, Fjorda, and Knutsson Rose-Anna Johnson. "Formative bedömning - att äga sitt lärande / Formative assessment - to own your learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27583.
Full textDargusch, Joanne Mary. "Formative Assessment as Contextualised Practice: Insider Accounts." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366739.
Full textThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
Reid, Lesley. "Embedding formative assessment in the writing curriculum." Thesis, University of Strathclyde, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428165.
Full textCooker, Lucy. "Formative (self-)assessment as autonomous language learning." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/13665/.
Full textCrossouard, Barbara M. "Becoming researchers : formative assessment in doctoral contexts." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430952.
Full textAlaudan, Rasha. "Saudi student teachers' perceptions of formative assessment." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7648/.
Full textBroman, Maria, and Mattias Nilimaa. "Formativ undervisning : ett möjligt arbetssätt i specialpedagogisk verksamhet?" Thesis, Umeå University, Department of Child and Youth education, Special Education and Counselling (BUSV), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-18294.
Full textSyftet med vår studie var att beskriva och analysera hur en grupp specialpedagoger arbetar med formativ undervisning. Formativ undervisning kan enligt aktuella forskningsresultat ha positiva effekter på svagpresterande elevers lärande. Vi har observerat sex specialpedagoger i deras verksamhet. Dessa sex har också sedan intervjuats. Samtliga informanter arbetar med elever i skolåren 6-9. Det är den empiri samt relevant litteratur som examensarbetet bygger på. Resultatet visade att formativ undervisning förekom i väldigt liten utsträckning. Det visade också att de specialpedagoger som ingick i vår studie inte var förtrogna med begreppet formativ undervisning. Den pedagogiska forskning som finns i ämnet är utförd i olika klassrumssituationer. Vår undersökning visar på svårigheter att överföra den till den typ av undervisningssituation som specialpedagogerna i vår studie arbetar i.
Hegazy, Hind. "Teachers’ perceived understanding of formative assessment and how it impacts their classroom practice: A case-study investigation." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/388967.
Full textThesis (PhD Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
Full Text
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.
Full textRenlund, Julia. "Formativ bedömning : En kvalitativ studie om hur fem lågstadielärare reflekterar kring formativ bedömning och formativt arbetssätt i sin undervisning." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31630.
Full textRoos, Bertil. "ICT and formative assessment in the learning society." Doctoral thesis, Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-477.
Full textDiBiase, Deborah. "Formative Assessment Professional Development| Impact on Teacher Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621976.
Full textWith increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ formative assessment resulting in improved student achievement (Trumbull & Lash, 2013; Wiley & Heritage, 2010).
The purpose of this study was to determine the relationship between Linking Learning and Assessment professional development (including online training modules and communities of practice) as well as other forms of professional development on formative assessment and resulting self-perceived teacher practice, and what aspects of the professional development teachers found meaningful in improving their practice.
This study utilized a mixed-methods design. A questionnaire was administered to middle level educators (N=82) throughout the state followed by a focus group interview (N=5). Quantitative data analysis consisted of descriptive statistics, correlations, Anova, and t-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire.
A major finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes: collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs.
The results of this study may serve to inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.
Bligh, Brett. "Formative computer based assessment in diagram based domains." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/13569/.
Full textGulliver, John. "Understanding formative assessment in extended classroom curricular interaction." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/429.
Full textRafael, Rebecka, and Marcus Oredsson. "Forms of Formative Assessment on Writing: Students’ Perceptions." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31560.
Full textJohansson, Jonna, and Marie Nilsson. "Feedback as Formative Assessment on EFL Students’ Writing." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35605.
Full textKozlak, Jonathan Michael. "Effect of formative assessment on achievement in mathematics /." Full Text (HTML) Full Text (PDF) Abstract, 2009. http://eprints.ccsu.edu/archive/00000565/02/2005FT.htm.
Full textThesis advisor: Philip P. Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 36-39). Also available via the World Wide Web.
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.
Full textGates, April A. "Wyoming teachers' knowledge and use of formative assessment." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594494651&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textRadford, Brian W. "The Effect of Formative Assessments on Teaching and Learning." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3497.pdf.
Full textRadford, Brian W. "The Effect of Formative Assessments on Language Performance." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3978.
Full textNkuna, Victor Rhulani. "The role of classroom formative assessment practice in Geography." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80496.
Full textDissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
Ivarsson, Emma, and Therese Winqwist. ""Bedömning är ju att man ska sätta betyg" : En kvalitativ studie av lärares tankar om bedömning." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15563.
Full textThe purpose of this study is to investigate how upper secondary school teachers reflect on assessment. The aim is to examine whether the interviewed teachers think of assessment in a summative or formative way, and also which possibilities and obstacles they see in formative assessment methods. The result shows that the teachers have a summative approach where the grades are central. The possibilities mentioned are the pupils’ increased awareness of their learning process and the clarification of the course objectives. The obstacles brought up consider the pupils’ immatureness, the teacher’s insecurity and insufficient knowledge, as well as the time limit.
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.
Full textLeijon, Nathalie, and Theresa Spindelberger. "Själv- och kamratbedömning : En undersökning av lärares och elevers uppfattningar kring själv- och kamratbedömning." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-22076.
Full textEriksson, Maria. "Teachers' and students' experiences and perceptions of formative assessment." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30565.
Full textPridmore, Valerie June. "Raising achievement through formative assessment in design and technology." Thesis, Brunel University, 2003. http://bura.brunel.ac.uk/handle/2438/5872.
Full textSpady, Rebecca. "Correlating Formative Self-Assessment of Education Graduate Online Programs." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929776.
Full textAs we become more advanced technologically in our online educational courses, it is imperative that we also incorporate effective research-based practices such as the use of formative assessment. The purpose of this study was to examine the relationship of formative self-assessment to academic achievement and self-efficacy in online graduate courses. The research included a review of online education, formative assessment, self-efficacy, and associated learning theories.
A mixed methods study was used that included quantitative and qualitative data for triangulation of the study results. A correlational research design was used for the quantitative approach and a phenomenological research design was used for the qualitative approach. The correlational research design was chosen to examine the relationships between variables and to describe the current state. The phenomenological research design was chosen because the study was focused on the relationship of a particular phenomenon to the participant’s cognitive and dispositional experiences. The subjects included students that were enrolled in Master’s in Education or Doctor of Education courses from three universities located in Southern California. The methodology included student self-assessment through a project rubric, a survey to operationalize academic achievement, and a survey and interviews to operationalize student self-efficacy. While the statistical findings did not reflect strong correlations, the non-statistical findings reflected a positive relationship between formative self-assessment as it related to academic achievement and student self-efficacy in online graduate programs. Formative self-assessment provides online educators with a tool to enhance the course effectiveness and the overall learning process.
Stanton, Kenneth C. "Engineering Faculty Motivation for and Engagement in Formative Assessment." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26361.
Full textPh. D.
Tavernier, Mark D. "Formative Reading Program Assessment: An Interim Tool for Improvement." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26770.
Full textEd. D.
Drost, Bryan R. "An Action Research Study: Engaging in Authentic Formative Assessment." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1331854242.
Full textKrause, Jennifer M., and Kason M. O'Neil. "Plickers: A Formative Assessment App for the Innovative Educator." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4025.
Full textDong, Yue. "The Role of Technology in Implementing Formative Assessment among LanguageInstructors." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1611675150673452.
Full textHoover, Nancy. "A Descriptive Study of Teachers' Instructional Use of Student Assessmetn Data." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/2017.
Full textTunstall, Patricia Ann. "New educational assessment and the construction of reality." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020354/.
Full textNordberg, Parekh Noopur, and Anja Schultzberg. ""Vad är formtativ bedömning för dig?" : - En intervjustudie av lärares förståelse av formativ bedömning." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265543.
Full textForbes, Ellen White. "Improving the knowledge and use of formative assessment a case study of a model of formative assessment in a K-3 science curriculum /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 139 p, 2007. http://proquest.umi.com/pqdweb?did=1362531011&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full textPierson, David Riley. "Elementary teachers' assessment actions and elementary science education: formative assessment enactment in elementary science." Thesis, University of Iowa, 2013. https://ir.uiowa.edu/etd/5043.
Full textStrong, Dawn. "The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20467.
Full textBennett-Perro, Whitney Rae. "How Elementary Teachers Determine Meaningful Homework Assignments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7365.
Full textJones, 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.
Full textAndersson, Sanna. "Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102.
Full textMohamed, Niuma. "Assessment in Male’ Schools: Three Maldivian Primary Teachers' Knowledge, Beliefs, & Typical Assessment Practices." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8686.
Full textGilerman, Daniel. "Matematiklärares arbete med bedömning för lärande på gymnasiet : - En hermeneutisk studie om matematiklärares arbetssätt med de fem nyckelstrategierna på gymnasiet." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-57447.
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