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Teachers Perceptions Of Their Understanding And Engagement In Formative Classroom Assessment
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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 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 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' 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 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 What Are They Thinking? by : Page Keeley
Download or read book What Are They Thinking? written by Page Keeley and published by NSTA Press. This book was released on 2014-04-01 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Children are continually developing ideas and explanations about their natural world. … Some of these ideas are consistent with the science children are taught; others differ significantly from scientific explanations. Many of these ideas will follow students into adulthood if they remain hidden from the teacher and unresolved. The challenge for teachers is to find ways to elicit these ideas and then use appropriate strategies to move students’ learning forward.” —Page Keeley, author of the bestselling NSTA Press series Uncovering Student Ideas in Science You don’t have to become a mind reader to understand the ideas young students bring to science class. This collection will help you draw out and then recognize what students know—or think they know—about the natural world. What Are They Thinking? is a compendium of 30 “Formative Assessment Probes” columns from NSTA’s elementary journal Science and Children. Each chapter provides: • A sample formative assessment probe: a set of interesting questions that root out commonly held, often-mistaken ideas. Geared to elementary students, probe topics range from why you can see the Moon in the daytime to where water goes when it evaporates to what is or isn’t a rock. Your students’ answers to each probe will help you take a step back and figure out how to guide them from where they are conceptually to where they need to be. • Accompanying teacher notes: easy-to-grasp explanations and advice that tell you how to encourage evidence-based discussion and then monitor students’ understanding. • A bonus feature: a set of study group questions written especially for this compendium by award-winning author Page Keeley. So forget about acquiring psychic powers. Instead, turn to What Are They Thinking? to transform both your teaching and your students’ learning about science.
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 200 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 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.
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 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 Formative Assessment and Science Education by : B. Bell
Download or read book Formative Assessment and Science Education written by B. Bell and published by Springer Science & Business Media. This book was released on 2001 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formative Assessment and Science Education 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. The research documented in this book used the definition of formative assessment as `the process used by teachers and students to recognise and respond to students' learning, in order to enhance that learning, during the learning'. The book contains one detailed case study from the research, as well as cameos of instances of formative assessment. The book also contains two summaries of the research findings - a model developed to describe the process of formative assessment used by the teachers and students involved in the research, and a summary of the characteristics of formative assessment. The findings are also theorised with respect to sociocultural and discursive views of learning. This research will be of interest to graduate students and researchers, as well as teacher educators, curriculum developers, and assessment specialists.
Book Synopsis Teachers Learning from Professional Development in Elementary Science by : Andrew Hopkins Falk
Download or read book Teachers Learning from Professional Development in Elementary Science written by Andrew Hopkins Falk and published by . This book was released on 2009 with total page 596 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formative assessment, the assessment of student understanding to inform learning, has been shown to be a teaching practice that has powerful positive effects on student learning. Pedagogical content knowledge (PCK), teachers' knowledge specific to teaching particular subject matter, has been posited as an important resource for teachers engaging in formative assessment. However, no research has been conducted into the role of PCK in teachers' formative assessment practice. This study examined relationships between teachers' formative assessment and pedagogical content knowledge in the context of a professional development program that engaged eleven elementary science teachers in analysis of samples of their students' work related to electric circuits. It investigated both the ways that teachers' PCK contributed to their formative assessment practice, as well as the opportunities created through formative assessment for teachers to build PCK. Analyses showed that teachers both used and built pedagogical content knowledge through their engagement in formative assessment. Teachers built knowledge of student understanding though interpretation of the student work, and used that knowledge in subsequent interpretation. The assessment tasks supplied by the PD and the corresponding student work provided evidence of a range of and patterns in student thinking. In general, teachers made productive use of the evidence available in the work, and used multiple approaches to interpretation that created opportunities to build different kinds of PCK. However, when teachers were engaged in the task of interpreting larger sets of work in focused ways and constructing a rubric, their approach to interpretation obscured the patterns available in the work, and constrained their opportunities to build PCK. Teachers used knowledge of the local curriculum and instructional strategies as they engaged in formative assessment, knowledge derived from their own science learning experiences in the PD, and their concurrent teaching practice. Through their talk and collective analysis, teachers co-constructed an orientation toward the nature of classroom science in which students were responsible for applying concepts provided by the teacher to appropriate situations. Patterns in teachers' talk about assessment were consistent with this orientation. There was also evidence that teachers' expressed PCK was consistent with this orientation. More often, however, teachers did not describe classroom practice to a level of detail that supported connections to a specific orientation. The findings provide support for proposals that PCK is an important resource for teachers' formative assessment practice, as well as providing evidence that formative assessment represents an important opportunity for teachers to build PCK. Future research and professional development in this area needs to consider the role of material resources such as curriculum and assessment tools, as well as the role of teachers' orientations to the nature of classroom science.
Download or read book Boom Or Bust? written by Jesus Jara and published by . This book was released on 2010 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2001 reauthorization of the Elementary and Secondary Education Act (esea), No Child Left Behind, brought the use of student assessment data to the fore. This mandate-based and sanction-laden legislation ushered in a new era of accountability rooted in the collection, analysis, and use of student assessment data for educational improvements. As a result, a new boon industry has emerged around formative assessment products. This study begins by exploring the policies that have ushered in an assessment-driven accountability era. Then, the empirical and conceptual literature around the implementation and use of formative assessment systems is summarized. While there is promising literature on the effectiveness of formative assessment products, understanding what fosters or inhibits the use of assessment data for school teachers' needs further exploration. The purpose of this study is to understand if and how teachers are using formative assessment products or systems to impact their pedagogical decision-making in classrooms. This study will also focus on how school and district leadership teams choose or support the formative assessment system. In essence, this study seeks to investigate the fidelity of formative assessment products the actual impact used by schoolteachers; and more importantly, how data is transformed into information and ultimately knowledge. Research Questions: The research questions from this study are anchored in elements of fit, readiness, coherence, and use. Specifically, the intent of this research is to understand: (1) The district's intended purpose and the formative assessment system purpose of validity ("Fit"); (2) The capacity of teachers' to use formative assessment data to inform their pedagogical decision-making ("Readiness"); (3) The school district (and individual schools') ability to create, support, and resources the implementation and use of formative assessment systems ("Coherence"); And, (4) The actual use of formative assessment data by school teachers' in regard to pedagogical decision-making. Consequently, the study's research questions are as follows: (1) Are teachers and district/school leaders using the formative assessment data to inform educative decision-making and pedagogy? (A). How are teachers using these data to modify instruction/practice? (B) How are school leaders using these data for programmatic and in-service decisions? (2) Are the formative assessment products valid for their intended purposes? (A) Are the assessments used by the district valid for evaluating and improving instruction? (B) Are the assessments used by the district valid for measuring student progress? (C) Are the assessment used by the district valid for modifying teaching practices? (3) Are teachers ready and able to use formative assessment data in meaningful and effective ways? (A) How has the school district supported and resource the use of the formative assessment system? (B) How are teachers using these data to modify instruction/practice? Research Design: To answer the research questions, the research implements a three-phase design. To begin, phase one involves the identification of school districts in the state of Florida that have implemented a formative assessment system. These systems are examined to ascertain which are truly student-level diagnostic instruments (the Black and Wiliam (1998), definition of formative assessment was used to guide this analysis). Phase two documents why and how the formative assessment system was implemented into the district. Finally, phase three examines the actual use of the formative assessment system by teachers in the district. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Book Synopsis An Exploration of Teacher and Student Perceptions of Classroom Assessment by : Nicole Susan Redmond
Download or read book An Exploration of Teacher and Student Perceptions of Classroom Assessment written by Nicole Susan Redmond and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: My study explores a teacher's intentions for and students' perceptions of formative assessment practices enacted within the classroom. Adopting a constructivist epistemology (Merriam, 2009) to explore how interactions impact the learning environment, I use the relativist ontology (Reason, 1994) to examine how different individuals experience the same assessment interactions differently due to their unique perspectives. A qualitative case study methodology allows me to simultaneously explore varying understandings of, intentions with, reactions to, and perspectives on assessment practices in one teacher's classroom through the use of a wide range of data collection techniques. Using the story model as my framework, I offer a discussion of Ontario's current educational context in order to highlight implications for theory, make recommendations for further study, and highlight how findings from this study may be taken into consideration for further curriculum reform.
Book Synopsis Investigating Formative Assessment by : Harry Torrance
Download or read book Investigating Formative Assessment written by Harry Torrance and published by McGraw-Hill Education (UK). This book was released on 1998-09-16 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 Assessment as Learning by : Lorna M. Earl
Download or read book Assessment as Learning written by Lorna M. Earl and published by Corwin Press. This book was released on 2012-12-04 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Your key to understanding how formative assessment improves learning! Using clear explanations and poignant cases, this timely resource shows how formative assessment can be used to understand student beliefs, inform classroom instruction, and encourage student reflection. Fully revised, this second edition features: Discussion of the complex nature of learning Ways to use formative assessment in a variety of contexts Real-life examples and case studies of assessment in action Sample rubrics and lesson plans for easy implementation Ideas for Follow-up at the end of each chapter Insights into common classroom dilemmas along with viable solutions
Book Synopsis Formative Assessment in United States Classrooms by : Cathy Box
Download or read book Formative Assessment in United States Classrooms written by Cathy Box and published by Springer. This book was released on 2018-12-12 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the history of formative assessment in the US and explores its potential for changing the landscape of teaching and learning to meet the needs of twenty-first century learners. The author uses case studies to illuminate the complexity of teaching and the externally imposed and internally constructed contextual elements that affect assessment decision-making. In this book, Box argues effectively for a renewed vision for teacher professional development that centers around the needs of students in a knowledge economy. Finally, Box offers an overview of systemic changes that are needed in order for progressive teaching and relevant learning to take place.
