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Teacher Perception And Formative Assessment
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Book Synopsis Teacher Perception and Formative Assessment by : Madeline J. Parker
Download or read book Teacher Perception and Formative Assessment written by Madeline J. Parker and published by . This book was released on 2018 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: This researcher set out to analyze how teachers perceive and use formative assessment strategies. The literature review analyzed literature regarding the definition, implementation, and effects of formative assessment strategies in the classroom. It outlined the variety of formative assessment strategies that exist and the purpose that they hold in promoting academic achievement. The reviewed literature included qualitative evidence of the effect of formative assessment to increase student self-reflection and growth. Although there are ample studies around strategies that can be used to increase the quality and quantity of data gathered, there is a need for ways that teachers and students can respond to this data. The research that was conducted in this study asked participating teachers questions about the use of formative assessment strategies and how teachers respond to them. The data showed a correlation between district trainings about how teachers should use formative assessment data and actual re-teaching in the classroom. Future research on this topic should look into which strategies should pursue student data and analyze subgroups from different demographics.
Book Synopsis Report on Teacher's Perception of Formative Assessment by : A. Neesom
Download or read book Report on Teacher's Perception of Formative Assessment written by A. Neesom and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Formative Assessment Improving Learning in Secondary Classrooms by : OECD
Download or read book Formative Assessment Improving Learning in Secondary Classrooms written by OECD and published by OECD Publishing. This book was released on 2005-01-25 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study features a collection of eight case studies of exemplary cases from secondary schools as well as international literature reviews and policy analysis related to formative assessment.
Book Synopsis Teacher Perceptions of Formative Assessments on Student Learning in K-12 Classrooms by : Stacey Leigh Robinson
Download or read book Teacher Perceptions of Formative Assessments on Student Learning in K-12 Classrooms written by Stacey Leigh Robinson and published by . This book was released on 2019 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: A mixed methods design was utilized to examine teacher perceptions of formative assessments and its impact on student motivation. Teachers from 32 public schools in a southeastern school district were invited to participate in a formative assessment survey using a Likert scale to share their perceptions of their understanding and use of formative assessments in the classroom. The survey and interview items addressed teachers’ own self-efficacy values as they relate to their implementation of formative assessments and their relationship with motivating students to learn. Data analysis indicated most teachers had a strong understanding of formative assessments, but some of their responses showed they confused formative assessments with summative assessment measures. Although most of the participating teachers indicated they shared learning goals with their students, some of the data showed the learning goals were directly related to proficiency goals on state-mandated tests. Additionally, teachers who had established protocols for self-assessment practices in their classroom did not include one form of self-assessing with students actually grading their own work. Finally, even though half of the teachers interviewed stated formative assessment practices had the greatest impact on motivating their students to learn, the other half of the teachers contributed it to other factors. Based on the findings of the research study from the district data, recommendations, professional development needs, and ideas for future research needs were identified and shared in detail.
Book Synopsis An English Teacher's Formative Assessment Perceptions and Practices by : Maria-Lourdes Lira G.
Download or read book An English Teacher's Formative Assessment Perceptions and Practices written by Maria-Lourdes Lira G. and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the last twenty years, assessment practices for improving student learning (i.e., self-assessment, peer assessment, feedback) in the classroom has been considered as essential (Black & Wiliam, 1998; Harlen & Winter, 2004; van de Watering & van der Rijt, 2006). In the field of second language learning, however, research in this area is quite limited. In order to address this gap, an exploratory research, based on Colby-Kelly and Turner's (2007) and Lyster and Ranta's (1997)studies has been conducted . The general objective was to understand how formative assessment is practiced in two Intermediate Oral English courses at the Universite de Montreal and to compare how these practices are perceived and performed by the teacher and the students. Three research questions were pursued: 1. What is the nature of formative assessment in a second language classroom setting? 2. Do the teacher's assessment practices reflect what she thinks about formative assessment? 3. What are the coincidences and differences between teacher's perceptions and her students' perceptions regarding the benefits of formative assessment for learning English?"
Book Synopsis Teachers' Perceptions of Formative Assessment and the Factors Contributing to Those Perceptions by : Helene B. White
Download or read book Teachers' Perceptions of Formative Assessment and the Factors Contributing to Those Perceptions written by Helene B. White and published by . This book was released on 2014 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study investigated teachers' perceptions of formative assessment and the factors contributing to those perceptions. Twenty-six teachers from four southeastern Pennsylvania school districts provided the data for this study. Participants responded to Likert scale survey questions and open ended questions. In addition, the perceptions of seven teachers selected from those who volunteered to participate in a personal interview were considered. The survey results revealed that a majority of the participants shared a common understanding of formative assessment, had the ability to conduct formative assessment practices in their classrooms on a daily basis, and benefitted from sharing techniques with their colleagues and learning ideas from those who had been through workshop training. Overall, the majority of teachers supported the use of formative assessment in concept and practice. However, the findings also identified challenges regarding whether or not teachers are being provided with useful training in assessment techniques and whether or not time constraints impede the application of these techniques in the classroom.
Book Synopsis Teachers' Perceived Understanding of Formative Assessment and how this Understanding Impacts Their Own Classroom Instruction by : Melanie K. Brink
Download or read book Teachers' Perceived Understanding of Formative Assessment and how this Understanding Impacts Their Own Classroom Instruction written by Melanie K. Brink and published by . This book was released on 2017 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Investigating Formative Assessment by : Torrance , Harry
Download or read book Investigating Formative Assessment written by Torrance , Harry and published by McGraw-Hill Education (UK). This book was released on 1998-09-01 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: * How do teachers assess the ordinary classroom work of young children? * How do pupils understand and respond to that assessment - does it help or hinder their development? * How can classroom assessment be developed to be more effective in assisting the learning process? This book brings together various perspectives from the fields of assessment policy development, theories of learning and the sociology of the classroom. The book explores how the assessment of young children is carried out in classrooms and with what consequences for their understanding of schooling and the development of their learning in particular subject areas. The book is based on extensive video and audio tape recordings of classroom assessment 'incidents' along with interviews of teachers and pupils about the process of assessment.
Book Synopsis TEACHER PERSPECTIVE AND THE IMPACT OF USING FORMATIVE ASSESSMENTS ON CLIMATE AND ACHIEVEMENT IN MIDDLE SCHOOL ENGLISH LANGUAGE ARTS by : Yolanda Alovor
Download or read book TEACHER PERSPECTIVE AND THE IMPACT OF USING FORMATIVE ASSESSMENTS ON CLIMATE AND ACHIEVEMENT IN MIDDLE SCHOOL ENGLISH LANGUAGE ARTS written by Yolanda Alovor and published by . This book was released on 2016 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: A descriptive case study was conducted to examine how teachers' perception of a positive school climate and effective use of formative assessment practices impacts their students’ learning as measured by a state level standards-based assessment. Data collection included (a) two surveys; (b) an e-interview collected from eight 7th and 8th grade core teachers from a suburban public Midwestern middle school utilizing expeditionary learning related to their use of formative assessment practices and school climate; and (c) their student (N = 178) results on the Smarter Balanced English Language Arts assessment. Study results showed that grade 7 and 8 core teachers clearly understood the definition of formative assessment practices, agreed that a positive school climate can impact the effectiveness of formative assessment practices, and expressed confidence that their use of formative assessment practices aided in closing the achievement gap and contributed to student academic success on the Smarter Balanced English Language Arts assessment.
Book Synopsis Designing Assessment for Quality Learning by : Claire Wyatt-Smith
Download or read book Designing Assessment for Quality Learning written by Claire Wyatt-Smith and published by Springer Science & Business Media. This book was released on 2014-03-10 with total page 405 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment – remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education.
Book Synopsis Teacher Perceptions of Authentic Assessments and Student Outcome Data to Inform Instruction by : Jeremy C. Walden
Download or read book Teacher Perceptions of Authentic Assessments and Student Outcome Data to Inform Instruction written by Jeremy C. Walden and published by . This book was released on 2014 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined changes made within one high school's formative assessment system and shed light on the successes and frustrations that teachers experienced with an authentic assessment model. Best practices for using formative assessment data were investigated, and new assessments, which blended the authentic and Curriculum-Based Measurement (CBM) assessment models (i.e., performance-based tasks), were written and administered by participants. Following each assessment, results were compiled and organized, and teachers met in course-level groups to analyze the results and discuss implications for instruction. Nearly all teachers in the study were able to make meaning of assessment data results in terms of instructional implications, and teachers found value in participating in collaborative discussion about how to use assessment data to increase student achievement. However, drawbacks to the authentic-CBM model including increased time spent scoring student work were also discovered. Ultimately, the study concludes that the authentic-CBM assessment model is a promising assessment option for educators to consider, especially in light of significant shifts in education (i.e., Common Core and Smarter Balanced Assessments).
Book Synopsis Teachers Perceptions of Their Understanding and Engagement in Formative Classroom Assessment by : Tracy Hetzler Doyal
Download or read book Teachers Perceptions of Their Understanding and Engagement in Formative Classroom Assessment written by Tracy Hetzler Doyal and published by . This book was released on 2011 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study is to determine the extent to which teachers understand the formative assessment process and to determine how they perceive engagement in that process"--Leaf iii. The study was conducted in a northwestern county of Georgia and the participants were elementary school classroom teachers (pre-K through 5th grade).
Book Synopsis School Leaders' and Teachers' Perception of the Implementation of Common Formative Assessments After Achievement Coach Professional Development by : Mary Anne DeVivio
Download or read book School Leaders' and Teachers' Perception of the Implementation of Common Formative Assessments After Achievement Coach Professional Development written by Mary Anne DeVivio and published by . This book was released on 2016 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative comparative case study was to examine the perceptions of district school leaders and elementary grade 3-5 language arts teachers from three New Jersey districts that participated in Achievement Coach's program in 2015. The systematic use of formative assessments and the effect of such assessments on teaching and learning were also explored. The study further explored the types of leadership that facilitated or hindered the use of common formative assessments, and analyzed the school culture to identify systematic plans and or beliefs that promoted or inhibited systematic cultures able to drive student success. The criteria for districts to participate in the 2015 Achievement Coach Initiative included writing a grant that described the area of need for students across the district, and the willingness to appoint educators from each district who devoted time over the summer to train as Achievement Coaches. The objective was for them to return to their districts, provide turnkey training, and implement school wide common formative assessments. Convenience sampling was used to select 3 districts from the fifteen that participated in the Achievement Coach Initiative. The sample focused on seven school leaders consisting of Principals, Curriculum Supervisor, Literacy Coaches, an ELA Director, and nine Language Arts elementary teachers from grades 3-5, who participated in the Achievement Coach training. It became clear that the eight schools involved could not show evidence of instructional practices having shifted to the use of common ELA formative assessments, as the transfer of knowledge was unsuccessful. The study found that the New Jersey Department of Education had not developed a means to measure success for participating districts and thus did not hold schools accountable to implement action plans nor did they monitor school practices post training. The eight schools did not implement plans to transfer knowledge. The study identifies leader behaviors that inhibited the transfer of skills from the professional development phase to implementation.
Book Synopsis Middle School Classroom Teacher Perceptions of the Impact of Formative Assessments on the Needs of At-risk Students by : Gaye Walk
Download or read book Middle School Classroom Teacher Perceptions of the Impact of Formative Assessments on the Needs of At-risk Students written by Gaye Walk and published by . This book was released on 2018 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to explore the perceptions of middle school classroom teachers regarding the impact of formative assessments on the needs of at-risk students. A phenomenological approach was used to gain understanding of how the teacher works with at-risk students and how the steps of formative assessments meets the needs of at-risk students. The theory framing this study was Albert Bandura’s (1977) social cognitive theory and the self-efficacy belief system. Data collection took place with 12 middle school teachers and included a questionnaire, individual interviews, and a focus group. The study was guided by three research questions. First, how do middle school teachers perceive the steps of formative assessment? Second, what are the middle school teacher’s perceptions of the formative assessment theory and its practices? Third, how do middle school teachers perceive the impact of formative assessment on the needs of the at-risk student? Data analysis methods followed Moustakas’ (1994) model of transcendental phenomenology. Trustworthiness was verified through triangulation of data, member checking, and peer checking. Each participant’s identity was kept confidential using pseudonyms and by keeping the location of the study confidential to protect their privacy.
Book Synopsis Advancing Formative Assessment in Every Classroom by : Connie M. Moss
Download or read book Advancing Formative Assessment in Every Classroom written by Connie M. Moss and published by ASCD. This book was released on 2019-05-13 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together—every day, every minute—to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - "What if" scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to "do" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome.
Book Synopsis Teachers' Perceptions of Formative Assessment Practices in the English Language Classroom Within the Hong Kong Context by : 何思穎
Download or read book Teachers' Perceptions of Formative Assessment Practices in the English Language Classroom Within the Hong Kong Context written by 何思穎 and published by . This book was released on 2014 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Formative Assessment by : Margaret Heritage
Download or read book Formative Assessment written by Margaret Heritage and published by Corwin Press. This book was released on 2010-06-14 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Packed with examples from various subjects and grades, this guide walks readers through every step of the formative assessment process, from articulating learning goals to providing quality feedback.
