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Teacher Perceptions Of Formative Assessments On Student Learning In K 12 Classrooms
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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 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 Student Feedback on Teaching in Schools by : Wolfram Rollett
Download or read book Student Feedback on Teaching in Schools written by Wolfram Rollett and published by Springer Nature. This book was released on 2021-08-12 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John Hattie
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 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 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 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 Student Perspectives on Assessment by : Dennis M. McInerney
Download or read book Student Perspectives on Assessment written by Dennis M. McInerney and published by IAP. This book was released on 2009-12-01 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessment for learning is meant to engage, motivate, and enable students to do better in their learning. However, how students themselves perceive assessments (both high-stakes qualifications and low-stakes monitoring) is not well understood. This volume collects research studies from Europe, North and South America, Asia, and New Zealand that have deliberately focused on how students in primary, secondary, and tertiary education conceive of, experience, understand, and evaluate assessments. Assessment for learning has assumed that formative assessments and classroom practices would be an unqualified success in terms of student learning outcomes. Making use of a variety of qualitatively interpreted focus groups, observations, and interviews and factor-analytic survey methods, the studies collected in this volume raise doubts as to the validity of this formulation. We commend this volume to readers hoping to stimulate their own thinking and research in the area of student assessment. We believe the chapters will challenge researchers, policy makers, teacher educators, and instructors as to how assessment for learning can be implemented.
Book Synopsis Stealth Assessment by : Valerie Jean Shute
Download or read book Stealth Assessment written by Valerie Jean Shute and published by MIT Press. This book was released on 2013 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: An approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals. To succeed in today's interconnected and complex world, workers need to be able to think systemically, creatively, and critically. Equipping K-16 students with these twenty-first-century competencies requires new thinking not only about what should be taught in school but also about how to develop valid assessments to measure and support these competencies. In Stealth Assessment, Valerie Shute and Matthew Ventura investigate an approach that embeds performance-based assessments in digital games. They argue that using well-designed games as vehicles to assess and support learning will help combat students' growing disengagement from school, provide dynamic and ongoing measures of learning processes and outcomes, and offer students opportunities to apply such complex competencies as creativity, problem solving, persistence, and collaboration. Embedding assessments within games provides a way to monitor players' progress toward targeted competencies and to use that information to support learning. Shute and Ventura discuss problems with such traditional assessment methods as multiple-choice questions, review evidence relating to digital games and learning, and illustrate the stealth-assessment approach with a set of assessments they are developing and embedding in the digital game Newton's Playground. These stealth assessments are intended to measure levels of creativity, persistence, and conceptual understanding of Newtonian physics during game play. Finally, they consider future research directions related to stealth assessment in education.
Book Synopsis Embedding Formative Assessment by : Dylan Wiliam
Download or read book Embedding Formative Assessment written by Dylan Wiliam and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with practical formative assessment techniques for implementing each strategy in K-12 classrooms. The authors provide guidance on using the specific techniques, along with tips, cautions, and enhancements to sustain formative assessment.
Book Synopsis Transformative Assessment by : W. James Popham
Download or read book Transformative Assessment written by W. James Popham and published by ASCD. This book was released on 2008 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Testing expert W. James Popham provides the definitive nuts-and-bolts introduction to formative assessment, a process with the power to transform teaching and learning.
Book Synopsis Formative Assessment and Science Education by : Nigel Bell
Download or read book Formative Assessment and Science Education written by Nigel Bell and published by Springer Science & Business Media. This book was released on 2005-12-21 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work documents the findings of a research project which investigated the ways in which teachers and students used formative assessment to improve the teaching and learning of science in some New Zealand classrooms. It will be of interest to graduate students and researchers, as well as teacher educators, curriculum developers, and assessment specialists.
Book Synopsis Wyoming Teachers' Knowledge and Use of Formative Assessment by : April A. Gates
Download or read book Wyoming Teachers' Knowledge and Use of Formative Assessment written by April A. Gates and published by . This book was released on 2008 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine Wyoming teachers' assessment practices in the classroom. Survey research was employed to investigate teachers' use of assessment techniques to adjust teaching and learning for improvement of instruction and student learning. The research was also to gain insight into teachers' perceptions of formative assessment. This study investigated the level of understanding and sophistication Wyoming teachers have of formative assessment and its uses as a tool to improve student achievement. Differences of assessment techniques employed by teachers in different grade levels, content areas, and years of experience were examined to identify possible variations in assessment practices. Two avenues were pursued to gather this information from teachers. The first avenue was to survey teachers that attended the state Formative Assessment Institute prior to any formal assessment training. This group was selected to gather information not only for this dissertation, but also to help create and shape professional development to specifically meet the needs of Wyoming teachers in grades K-12. The second group surveyed was teachers not able to attend the institute. This group was included to gain a more general understanding of teachers' assessment practices from across the state to avoid a possible bias based on information taken only from teachers attending the state assessment training. Since there were not statistical differences between the two groups, the data were collapsed and analyzed collectively. From both groups, a total of 255 questionnaires were returned with a 56.3% response rate. When analyzing descriptive statistics for techniques implemented in the classroom, Wyoming teachers who completed the questionnaire indicated that observation was the most frequently used assessment technique. Performance assessments were the second technique most frequently implemented in the classroom. The assessment technique least likely to be implemented in the classroom was student self-assessment. Findings from a one-way ANOVA indicated that there was a statistical difference among teachers' use of assessment techniques across the different content areas. However, there was no indication of difference in use of assessment techniques across grade levels or in the number of years of teaching experience. The responses from teachers indicated an understanding of formative assessment for improving and adjusting instruction, but there were few teacher responses to indicate that formative assessment was also used by students to increase student learning. When analyzing the written responses by teachers, the connection was specific in terms of adjusting teaching, but not to assist students in learning. Results of this study indicated that among the Wyoming teachers who completed the questionnaire, observation is the most frequently used method of assessment in the classroom. Teachers have a general understanding of formative assessment, and the connection between formative assessment that supports teachers in adjusting instruction. However, more research needs to occur to gain additional information about teacher understanding of formative assessment and its value as a tool to increase student involvement for personal learning and to also increase student achievement.
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 Classroom Assessment and the National Science Education Standards by : National Research Council
Download or read book Classroom Assessment and the National Science Education Standards written by National Research Council and published by National Academies Press. This book was released on 2001-08-12 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.
Book Synopsis Optimising New Modes of Assessment: In Search of Qualities and Standards by : Mien Segers
Download or read book Optimising New Modes of Assessment: In Search of Qualities and Standards written by Mien Segers and published by Springer Science & Business Media. This book was released on 2006-04-11 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an essential book for all those concerned with the field of assessment. It addresses relevant and timely conceptual and practical issues from a research perspective and, based on research results, clearly provides solutions to practical applications at the cutting edge of the emerging area of new modes of assessment. In a clear and rigorous manner, the authors explore new methods and study the various quality aspects of innovative approaches.
Book Synopsis The Global Testing Culture by : William C. Smith
Download or read book The Global Testing Culture written by William C. Smith and published by Symposium Books Ltd. This book was released on 2016-01-04 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: The past thirty years have seen a rapid expansion of testing, exposing students worldwide to tests that are now, more than ever, standardized and linked to high-stakes outcomes. The use of testing as a policy tool has been legitimized within international educational development to measure education quality in the vast majority of countries worldwide. The embedded nature and normative power of high-stakes standardized testing across national contexts can be understood as a global testing culture. The global testing culture permeates all aspects of education, from financing, to parental involvement, to teacher and student beliefs and practices. The reinforcing nature of the global testing culture leads to an environment where testing becomes synonymous with accountability, which becomes synonymous with education quality. Underlying the global testing culture is a set of values identified from the increasing literature on world culture. These include: education as a human right, academic intelligence, faith in science, decentralization, and neoliberalism. Each of these values highlights different aspects of the dialogue in support of high-stakes standardized testing. The wide approval of these values and their ability to legitimate various aspects of high-stakes testing reinforces the taken-for-granted notion that such tests are effective and appropriate education practices. However, a large body of literature emphasizes the negative unintended consequences – teaching to the test, reshaping the testing pool, the inequitable distribution of school resources and teachers’ attention, and reconstructing the role of the student, teacher, and parent – commonly found when standardized, census-based tests are combined with high-stakes outcomes for educators or students. This book problematizes this culture by providing critical perspectives that challenge the assumptions of the culture and describe how the culture manifests in national contexts. The volume makes it clear that testing, per se, is not the problem. Instead it is how tests are administered, used or misused, and linked to accountability that provide the global testing culture with its powerful ability to shape schools and society and lead to its unintended, undesirable consequences.
