Search results for: Formative evaluation
Page 1/3 30 items
Supporting University Content Specialists in Providing Effective Professional Development: The Educative Role of Evaluation
This study examines formative evaluation recommendations that the authors made to four different professional development (PD) projects over three years. The results of this study show that formative feedback can impact PD design and implementation. The results of this study suggest that evaluation efforts can take on a new purpose – the PD of professional developers. The authors argue that as evaluators, they interpreted what they know about PD from the research and acted as conduits of empirical findings to the PD project teams. Hence, their recommendations reflected their own knowledge and beliefs about PD, which, as active teacher education researchers, were well rooted in the PD research literature.
Updated: Oct. 11, 2018
Secondary Mathematics Preservice Teachers' Assessment Perspectives and Practices: An Evolutionary Portrait
This article presents a research study of how six secondary mathematics preservice teachers learned to use such reform-based assessment practices while enrolled in one of three reform-minded teacher education programs. Findings indicate that preservice teachers first focus on how to assess before considering other assessment functions such as what to assess and how to use assessment.
Updated: Aug. 01, 2016
This study will evaluate the engagement of students with the virtual learning environment (VLE) enhancements. The purpose of this evaluation is to relate a specific virtual framework, designed for students participating on biology modules contained in the Science Extended Degree (SED) course, with levels of student engagement. The results indicate that a substantial proportion of students completed all of these assessments, and this appears to be directly linked to attainment of higher grades. The findings reveal that the VLE model described here seems to be of major benefit to students as a learning tool. The findings were positive showing that time spent on the test was decreased as the course progressed and there was a positive attitude swing towards learning shown by the students.
Updated: Oct. 27, 2015
This study investigates how iPhones® have been used by preservice students, supervising teachers and teacher educators to provide formative assessment to preservice teachers on practicum. Data from an action research project showed improvement of practicum experiences for mentors and preservice teachers. Results indicate that there is strong support for the use of mobile devices as a means to support supervising teachers in their decision-making processes.
Updated: Aug. 03, 2015
This study aimed to add to the growing base of knowledge about teachers’ engagement with assessment data and their motivation for classroom assessment. The findings settled into four main categories: (1) teachers use for learning assessment to improve student achievement, (2) an imbalance of formative assessment – assessment as learning was not used consistently, (3) inconsistent formalization of observation into meaningful assessment data, and (4) the tension between internal and external motivators for student assessment. The author concludes with some recommendations for teacher preparation programs, professional development for teachers and school and district administration.
Updated: Jun. 07, 2015
Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching
This article describes an authentic project-based learning. The article overviews the approach and impact of an online professional development course for those in education and training, including school teachers and their schools in New Zealand and abroad. The data show that practice with online and blended learning during this course appears to have contributed to participants’ rate of adoption of similar approaches in their own professional contexts. The authors argue that the design of this postgraduate course can be seen to enhance relative advantages of online and blended learning in each student’s professional work, while also reducing the complexity of these innovations.
Updated: Dec. 31, 2014
This study examined whether and how writing their own reflections in open online reflective journals (ORJs) can encourage and support online learners to engage in self formative assessment and meaningful reflections. The study findings show that the open ORJs encouraged self assessment and provided opportunities for students to openly articulate what and how they were learning while also receiving formative feedback. Through the opportunities to interact with others (teacher and peers) within individual reflective processes, dialogic feedback and meaning making emerged to offer a constructive link between internal and external feedback.
Updated: Apr. 23, 2014
This study aimed at developing a culturally responsive scheme for inducting and mentoring Emirati novice teachers. The aim of this study was to reach consensus over the different components necessary for an induction programme responsive to the United Arab Emirates (UAE) context. Utilising a modified Delphi technique, quantitative and qualitative data were collected over three rounds. The scheme shares many of the bases of induction and mentoring programmes. However, three differences are evident: formative and summative assessments are carried out by a committee, the programme should only last for one year, and passing the induction programme should be enough – no teaching licence exam is required.
Updated: Mar. 17, 2014
The authors propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). The authors consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment.
Updated: Aug. 19, 2013
Examining Data Driven Decision Making via Formative Assessment: A Confluence of Technology, Data Interpretation Heuristics and Curricular Policy
The authors explored the potential barriers for the successful adoption of the CaseMate system, a tool created to support data driven decision making (DDDM). The participants in this usability study were 42 preservice students in a masters program for teaching. The findings illustrate the barriers to implementing DDDM in actual classroom practice: a confluence of curriculum structure and policy as well as technology and teacher heuristics that result in variations in data interpretation.
Updated: Jul. 31, 2013