Search results for: Formative evaluation
Page 2/3 30 items
This study investigated the effectiveness of an approach to information and media literacy instruction for elementary preservice teachers. The authors trained the participants in a systematic research process of searching for, evaluating, and using information resources, specifically journal articles and Websites, to increase their content knowledge. The results demonstrate the importance of formative assessment and the need to provide preservice teachers with information and media literacy training so they are better able to navigate and evaluate digital-age resources to expand their content mastery and teach their students 21st-century skills.
Updated: Jul. 29, 2013
Formative Conceptions of Assessment: Trainee Teachers’ Thinking about Assessment Issues in English Secondary Schools
In this article, the authors examine the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. The authors interview a sample of trainee teachers at an early stage of preparation for teaching. The findings suggest that the preconceptions of trainee teachers about the nature and purpose of assessment, and their interpretations of classroom observations on school placement, offer a confused and complex basis for adopting recommended assessment practices in their own teaching.
Updated: Aug. 28, 2012
This article examines a few of the emergent cases that have used technology in educational assessment from the perspective of innovation and support for teaching and learning. The assessment cases were drawn from contexts that include large-scale testing programs as well as classroom-based programs. Assessment programs should be designed to produce results that allow educators and policy makers to address a variety of questions about how a nation, state, district, school, program, group, or individual is performing. The article concludes that extensive technology-based systems that link curriculum, instruction, and assessment at the classroom level might enable a shift from today’s assessment systems to a balanced design.
Updated: Jun. 11, 2012
In this article, the authors examine how assessments in schools that participated in a class size reduction program intersected with forces of accountability. The goal of this article is to broaden the understanding of what it means for schools and teachers to be held accountable for student learning and to discuss how different accountability frameworks affect instructional practices in classrooms. The research took place in nine elementary schools across South and Central Wisconsin. The authors identify three aspects of assessment practices that affect this intersection: alignment, audience, and action.
Updated: Oct. 27, 2011
Assessment of, for, and as Learning Within Schools: Implications for Transforming Classroom Practice
The current study explored teachers' and administrators understanding and use of “assessment of, for, and as learning”. The sample consisted of 18 administrators and 20 teachers from two school districts in southern Ontario, Canada. One of the key findings from this study is that teachers in both panels tended to over-emphasize assessment of learning techniques, whereas a minority used assessment for and as learning on a consistent basis.
Updated: Jul. 26, 2011
Making Learning Visible in Kindergarten Classrooms: Pedagogical Documentation as a Formative Assessment Technique
The current study investigated interactions between pedagogical documentation and kindergarten children, families and teachers in the UAE. The study sample comprised six teachers in six kindergarten classrooms, 141 kindergarten children and 67 parents. The findings showed that pedagogical documentation has the potential to improve children’s learning.
Updated: Apr. 04, 2011
This article reports on an in-depth study of assessment across one university, exploring views and practices in each of the five faculties. The authors conducted semi-structured interviews with eight staff and small group interviews with 60 students. The data indicate that: there is very little common understanding of the terms often used to describe forms of assessment in policy documents and other literature; and students, contrary to popular belief, do value assessment that carries no marks, although a form of ‘deferred instrumentalism’ may be at work here. The article concludes by suggesting frameworks and terminology for future discussion and issues for staff development.
Updated: Sep. 27, 2010
4E × 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms
Changing beliefs and overcoming external obstacles encourages the use of inquiry, but a clear, yet dynamic, instructional model is also needed for teachers to see the potential of inquiry-based instruction. The proposed 4E × 2 Instructional Model provides such a model for learning that links strong conceptual understanding of content with inquiry learning experiences. The 4E × 2 Model integrates three constructs, formative assessment, inquiry instructional models, and metacognitive reflection.
Updated: Jan. 12, 2010
The purpose of this study is to determine whether 'following recommendations' as a result of an AfL (to teach) is influenced differentially by a performance perspective as compared to a learning perspective on assessment by the assessor. The study was conducted in The Netherlands within one large institute of primary teacher education with 163 student teachers in the first year of their four-year programme of practice teaching. Findings of this study show that both assessment orientations are ill-related to acceptance of feedback and a subsequent following of recommendations.
Updated: Dec. 02, 2009
Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning
Formative assessment provides a means to successfully scaffold learning. Unfortunately, few teachers understand the pedagogical implications of such scaffolding or their role in utilizing formative assessments. The purpose of this study was to develop an understanding of the experience of being a teacher that is seeking to improve learning through formative assessment and using that understanding to improve our practices in teacher education.
Updated: Nov. 03, 2009