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Dissertations / Theses on the topic 'Classroom formative assessment'

Author: Grafiati

Published: 25 June 2021

Last updated: 13 February 2022

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1

Gulliver, John. "Understanding formative assessment in extended classroom curricular interaction." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/429.

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This thesis relates to the debates about assessment in education that marked the final years of the 20th century. It attends to the assertion, widely made in policy pronouncements within and beyond the UK, at every level of the education system, that assessment is an integral part of teaching, pronouncements seen by some writers as rhetoric-driven and atheoretical. It focuses in particular on formative assessment, with its underlying assumption that, to be effective, teaching must match the cognitive requirements of learners. The study examines the psychological and epistemological foundations

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Nkuna, Victor Rhulani. "The role of classroom formative assessment practice in Geography." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80496.

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This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the concern remains about the average and the number of distinctions produced annually. A Framework for Learning-Oriented Assessment was used as a conceptual framework which guided this study. Research questions that guided this study aimed at investigating the possible role of classroom formative strategies or techniques on learner performance in geography, the extent to which Sch

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Brink, Melanie K. "Teachers' Perceived Understanding of Formative Assessment And How This Understanding Impacts Their Own Classroom Instruction." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1342.

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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

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Underwood, Molly. "Assessing assessment: the impact of formative assessment training on science teacher classroom methods." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/underwood/UnderwoodM0812.pdf.

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Formative assessment is a different way to evaluate student needs and is unique from traditional summative assessment in both implementation and outcome. In short, formative assessment takes place during the process of learning rather than simply judging how much knowledge was gained after the process is over. While previous studies have generated promising data supporting formative assessment, adoption of the technique by classroom teachers can suffer from a lack of training and support. To understand the role of university training in formative assessment, a cohort of teachers enrolled as gr

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Harrison, Christine Ann. "In search of formative assessment : a study of a diary intervention to promote classroom assessment in secondary science classrooms." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441959.

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Leung, Wing-sze. "Using portfolios for formative assessment in a secondary 6 English classroom." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040124.

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Leung, Wing-sze, and 梁詠詩. "Using portfolios for formative assessment in a secondary 6 English classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040124.

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Anderson, Clinton W. "Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5103.

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This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including “talk-friendly” probes, sticky bars, and agree-disagree statements were used

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Lam, Wei Ling Karen. "Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?" Thesis, Boston College, 2014. http://hdl.handle.net/2345/3804.

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Thesis advisor: Andrew Hargreaves<br>In 2006, Singapore introduced the Teach Less Learn More (TLLM) movement to continue the systemic changes introduced under the Thinking Schools Learning Nation vision. A curricular initiative, TLLM had implications for classroom assessments, calling on teachers to focus on the process of learning, and to use more formative and qualitative assessing. This dissertation examined the extent to which Singapore teachers' classroom assessment practices are aligned to the policy. It adopted mixed methods research to study teachers' assessment practices. Data culled

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Jones, Brenda Hudson. "Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/cauetds/11.

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This study examines the relationship between the use of formative assessment in the middle school classroom and select causal factors. For the purpose of this study, the definition of formative assessments is that proposed by Heritage, Kim, Vendliski, and Herman as, “A systematic process to continuously gather evidence and provide feedback about learning while instruction is under way” (2009, p. 1). Factors affecting the use of formative assessments explored in this study include leadership behaviors, professional development, the influence of instructional coaches, and aspects of teacher demo

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Dalke, Earl. "The Role of Real Time Checking for Understanding in the Middle School Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2720.

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The purpose of this study was to explore the value teachers give to the process of formative assessment and their experience with the process. This study was conducted at a rural middle school where formative assessment was not effectively used as reflected in state assessment data. The social constructivist framework, which views students as active participants in their own learning, guided this study. Research questions focused on how the teachers participated in and felt about the process of formative assessment. Eleven teachers, all of whom use formative assessment as part of their practic

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Scott, Goggin Evan. "A quantitative study of the implementation of formative assessment strategies in the classroom." Ashland University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1525371323044662.

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Kuo, Chia Lin. "A quasi-experimental study of formative peer assessment in an EFL writing classroom." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2863.

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The benefits of using formative peer assessment have been broadly recognized by educators. However, in the context of English as a Foreign Language (EFL) teaching, research into the effectiveness of peer assessment has produced mixed results. One major focus of research is how training can influence the effectiveness of peer assessment. A number of case studies have reported positive outcomes using particular training methods, but there is relatively little research into the application of such training methods and their effects in ordinary EFL classes. This thesis reports a study of training

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Standefer, Katherine. "Assessment in the Hands-On Science Classroom: A Qualitative Study." [Johnson City, Tenn. : East Tennessee State University], 2003. https://dc.etsu.edu/etd/736.

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Taylor, Marie-Anne. "Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518.

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This study looks deeper into the concept of formative assessment. Formative assessment is described by Black and Wiliam (Developing the Theory of Formative Assessment, 2009) as being a process using tools. The mindset of formative assessment can be difficult to grasp. Therefore, this study takes up the question if and how an understanding of the formative assessment mindset is reflected in the teaching practice of teachers in the English Language Acquisition classroom. Five lectures were observed of different teachers and groups of students, in an upper secondary school in Sweden. An additiona

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Pai, Jimmy. "Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36994.

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This study is influenced by phenomenological approaches, and is an inquiry into secondary mathematics teachers’ lived experiences with ephemeral assessment opportunities such as observations of, and conversations with, students. This phenomenon is explored through the use of reflective journals, semi-structured interviews, and focus group interviews. Two layers of analysis were used to better understand the phenomenon. The first layer focuses on emergent themes of what and how teachers think and do in the moment. The emergent themes were interrelated and categorized into eliciting, interpr

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Knodel, Shannon. "The effectiveness of a classroom response system as a method of formative assessment in a middle school science classroom." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/knodel/KnodelS0811.pdf.

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Formative assessments are a great tactic to determine the level of student understanding of particular concepts taught in the classroom. However, this type of assessment may take time to plan, implement, analyze, and report back to students. Students need more immediate feedback in order for the assessment to be more meaningful. This research project focused on how effective the implementation of a Classroom Response System (CRS) into a middle school science classroom was as a method of formative assessment. The data collection took place over four complete units and alternated between non-tre

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Andersson, Catarina. "Professional development in formative assessment: Effects on teacher classroom practice and student achievement : Effects on teacher classroom practice and student achievement." Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-102394.

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The potential of formative assessment, evident in several research reviews, has raised the interest in many countries to invest in reform initiatives to develop its use. However, implementation of formative assessment is not straightforward and there is a lack of knowledge about how to design appropriate professional development. The intervention study presented in this thesis aimed to see if a random selection of teachers, participating in a professional development program with many contact hours and substantial support of an expert, implemented formative assessment in a way that increased t

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Bird, Michael John. "Rethinking formative assessment from a sociocultural perspective : a practitioner investigation in a history classroom." Thesis, Open University, 2011. http://oro.open.ac.uk/49115/.

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This thesis investigates and analyses the practice of formative assessment, or assessment for learning (AfL) in a secondary school context. It is oriented from a personal account of my practice, both as a researcher and a teacher and charts the challenging journey of change in both. Assessment for learning (AfL) as it was presented in staff training at my school did not engage pupils in my history classes. This experience defied the recommendations of those who claimed that greater learner autonomy and better results could be achieved using it (Black et al2003; Black and Wiliam, 2006a). My dep

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Roble, Amanda J. "Unpacking the Formative Assessment Processes of Secondary Mathematics Teachers Who Use Wireless Networked Classroom Technology." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440375025.

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Greve, Curt Michael. "Reading Beyond The Folder: Classroom Portfolio Assessment As A Literacy Event." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467129338.

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Boon, Stuart Ian. "How can peer assessment be used in ways which enhance the quality of younger children's learning in primary schools?" Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38029.

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Peer assessment actively engages peers in the formative assessment and evaluation of work produced by a peer. This thesis explores how social processes, such as classroom talk, influence the quality of children’s learning in more interactive contexts of PA. This focus is needed since children often find PA challenging as they may not have the interpersonal skills to collaborate effectively leading them to use talk ineffectively as a tool for learning. This research was interventionist and children in the year three and four classes I taught received Thinking Together lessons as a strategy to e

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Lau, Ching-heung, and 劉清香. "A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208791.

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This study compares formative assessment practices in primary mathematics classrooms in Guangzhou, Hong Kong and Melbourne. Nine schools (three in each research location) were studied to examine the similarities in and differences between formative assessment practices for mathematics, and to identity underlying factors that may account for these similarities and differences. Videotaped classroom observations and face-to-face semi-structured teacher interview were the main data collection methods employed. The study identifies several similarities and differences in formative assessment p

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Jones, Darla K. "Exploring the validity of voice recognition for formative classroom based assessment : an oral reading fluency application /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136424.

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Thesis (D. Ed.)--University of Oregon, 2004.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 85-91). Also available for download via the World Wide Web; free to University of Oregon users.

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Herron, Sheena Rosemary. "Enacting and experiencing formative assessment from a sociocultural perspective : a case study in a Year 4 classroom." Thesis, Open University, 2012. http://oro.open.ac.uk/49154/.

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The claim for formative assessment is that it supports significant gains in children's measured achievements. The literature however reveals significant gaps in that there is little practitioner-based research, a lack of theoretical justification for formative assessment practices with sociocultural approaches underrepresented, and younger children neglected. The purpose of the study was to develop and enact a sociocultural pedagogy and explore how formative assessment is understood and enabled, in this approach to teaching and learning. It was carried out in a Northern Ireland primary school,

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Balboa, Álvarez Carolina. "The Power of Peers: A study on teachers' beliefs on peer and self-assessment in the EFL upper-secondary school classroom in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35535.

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This study investigates teachers’ perceptions about the value of peer and self-assessment as tools for enhancing EFL writing in the context of upper-secondary education in Sweden. In addition, this study examines the relationship between teachers’ beliefs, knowledge of the methods, and their reported teaching practices. Based on teachers’ comments, this paper identifies the ways in which peer and self-assessment can be effectively implemented in EFL classrooms. A mixed-methods approach was used in the study. Three qualitative, semi-structured interviews were conducted. The interviews were comp

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Sulieman, Nidal, and Abeer Wannus. "Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.

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This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative asse

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Tober, Jennie Elizabeth. "Impact of Standards-Based Grading on Perceived Classroom Goal Structures andStudent Motivational Beliefs." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543421779746827.

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Walani, Nathan Douglas. "An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands." The University of Waikato, 2009. http://hdl.handle.net/10289/2791.

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A key purpose of this qualitative study was to gain an understanding of classroom teachers' perceptions of the value and impact of formative assessment in secondary schools in Solomon Islands. The process of data collection included initial interviews with five classroom teachers selected from four secondary schools in Honiara, Solomon Islands. The interviews were conducted using semistructured interviews with each of the teachers and ended with a focus group conversation. The findings of this study indicated that formative assessment, as a classroom strategy, does have a place in secondary sc

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Adewoye, Oluwakemi. "The Effects of Professional Development and Formative Assessment Quality on Students' Self-Regulation in Primary School Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5599.

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Student self-regulation is associated with mathematics achievement in Nigerian primary schools, and formative assessment holds promise for increasing self-regulation. However, to date no research has explored teacher professional development (PD) for formative assessment and its effects on students' self-regulation in Nigerian primary schools. This quasi-experimental nonequivalent control group design used Desimone's teacher professional development conceptual framework, Popham's model for practicing formative assessment, and Zimmerman's concept of self-regulated learning. Research questions c

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Norberg, Anna-Maija. "Undervisning och bedömning i svenska på högstadiet : Elever i årskurs 7 skriver saga och recension." Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121358.

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Srur, Lana. "A Study Regarding Upper Secondary Teachers’ Beliefs on the Use of Google Docs in the English Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30560.

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As part of the increasing use of technology in society, one particular school in Sweden follows the same path. The chosen school for this study has integrated digital tools such as laptops and a web service called Google Classroom. Within the service, there is an additional document creator called Google Docs which has several functions such as, storage, document creation, editing and commenting on texts and allowing instructors and peers to view the process in real-time (Slavkov, 2015; Wiles, 2015). The integration of Google Docs is of interest in this paper and the aim is to investigate its

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King, Holly M. King. "Teacher Affective Attitudes Inventory: Development and Validation of a Teacher Self-Assessment Instrument." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1499723746040929.

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Van, Aswegen Sonja-Mariè. "An analysis of learner-centredness within teacher education institutions : case study / Sonja-Mariè van Aswegen." Thesis, North-West University, 2004. http://hdl.handle.net/10394/49.

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Over the past few years many changes have taken place in the content and presentation of teacher education programmes in South Africa due to the paradigm shift from teaching to learning. As a result, the primary learning environment for undergraduate students, the fairly passive lecture-discussion format where teacher educators talk and most students listen, is contrary to almost every principle of an optimal student learning setting. The current view in teacher education is that teacher educators should create learner-centred and learner-controlled environments where student learning and succ

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Hartell, Eva. "Assidere Necesse Est : Necessities and complexities regarding teachers’ assessment practices in technology education." Doctoral thesis, KTH, Teknikdidaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-160092.

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This thesis focuses on teachers’ assessment practices in primary and lower secondary schools for technology education (Sv. Teknik). It is grounded in my prior experience as a teacher but also addresses the national and international research fields of technology education and assessment. The thesis is based on four papers covering different aspects of teachers’ assessment practices in technology. Its aim is to contribute to knowledge regarding how teachers use assessments in primary and lower secondary school. The thesis explores: teachers’ formal documenting practices; primary teachers’ minut

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Swartswe, Linnea. "“We are not going to hide what they are going to learn” - A Study about Rubrics for Speaking Skills in The English Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30600.

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A rubric specifically for speaking skills was recently implemented and practiced in an English classroom for grade 6, in a school in the south of Sweden. The predetermined effected results of how the rubric works is debated among many schools and researchers, but no research have been done on the actually effects specifically in this area recently. Therefore, the overall aim for this study is to analyse how this specific tool for the spoken language learning works in practice. The study includes theory and previous research, which will be presented and moreover discussed in relation to the fin

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Decoff, Michelle. "Fostering formative assessment in Hong Kong primary classrooms." Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554111.

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Kettyle, Joy. "Formative assessment practice in further education classrooms : A sociocultural perspective." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534718.

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Harris, Steven E. "Teachers’ Understanding and Use of Formative Assessments in the Elementary Mathematics Classroom." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112699.

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In 1998 Paul Black and Dylan Wiliam published the article, Inside the Black Box: Raising Standards Through Classroom Assessment (Black & Wiliam, 1998b). They asserted that formative assessments were the strongest way of raising student achievement. There are a number of empirical studies that document positive impacts of formative assessment on student learning (Brookhart, 2004; Allal & Lopez, 2005; Köller, 2005; Brookhart, 2007; Wiliam, 2007; Hattie & Timperley, 2007). There are also critics of much of the existing research (Shute, 2008; Dunn and Mulvenon, 2009; Bennett, 2011; Coffey Hamm

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Feng, Huili. "Senior ESOL students' experiences of and attitudes towards formative assessment in mainstream secondary classrooms." Thesis, University of Canterbury. Education, 2007. http://hdl.handle.net/10092/1058.

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Assessment is one of the key strategies that, if used correctly, can effectively enhance student learning. This study explores senior ESOL (English for Speakers of Other Languages) students' experiences of and attitudes towards formative assessment in the mainstream classroom. The purpose of this study was to investigate how formative assessment might be used effectively to enhance ESOL students' learning from the perspective of senior ESOL students. Data were collected using mixed methods including questionnaires and follow-up interviews with a range of participants from different ethn

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Yu, Lai Wah. "Dilution, corruption and redemption : authentic formative assessment in the subject classrooms of General Studies." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/762/.

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This thesis investigates the implementation of formative assessment by student teachers in the 'figured world' of General Studies classrooms in Hong Kong. It aims to make suggestions for the effective preparation of student teachers in providing formative assessments in classrooms, and to provide insight for practising teachers when they plan to implement formative assessment in their subject classrooms. Twenty-nine student teachers, taking General Studies as one of their electives in the Postgraduate Diploma of Education programme, were invited (and they all agreed) to be co-researchers durin

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Shirley, Melissa Lynn. "A Model of Formative Assessment Practice in Secondary Science Classrooms using an Audience Response System." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245689546.

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Chevalier, Jon. "Teachers' Perception of Handheld Response Systems as a Tool for Formative Assessment in High School Classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/952.

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While research supports that formative assessment can improve student learning, it is rarely used and difficult to implement. The purpose of this qualitative case study was to investigate the use of student handheld response systems (SRS) as a tool for formative assessment in high school classes as well as teachers' attitudes towards this emerging technology. Self-efficacy and motivation theories provide the theoretical framework for this study. To explore this phenomenon, data were collected via an online interview from high school teachers (n=11) and were analyzed using inductive coding. T

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Smithberger, Mark E. "The Impact of Training on Implementation of Formative Assessments in High School Core Area Classrooms." Ashland University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1522658872071245.

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Mvelase, Newton Bhekisisa. "An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase." Thesis, North West University, 2014. http://hdl.handle.net/10394/13170.

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In 2006 the Gauteng Department of Basic Education (GDoBE) launched a pilot project to introduce Assessment for Learning (AfL). This initiative was prompted by learners’ poor performance; especially in subjects such as Mathematics and English. The AfL project was introduced in selected primary and secondary schools. Grade 5 teachers for all subjects and Grade 10 teachers for all subjects within selected primary and secondary schools formed part of the pilot project. These teachers were oriented and introduced to AfL, after which workshops to strengthen teachers’ understanding and skills of AfL

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Van, Neel Adrian Richerd. "The implementation of formative assessment policies in two Grade 10 life science classrooms in the Keetmanshoop district." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004371.

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This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their

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Afitska, Oksana. "A formative perspective on language teaching and assessment : supporting young ethnic minority children in English primary classrooms." Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/ab788931-7864-4482-a651-f918a5df6b27.

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Over the last decade there has been an increased interest in investigation of assessment for learning. However, to date there are still very few studies that investigated assessment for language learning, or formative language assessment, focusing particularly on: (1) effects of formative assessment on learners' linguistic development and on teachers' teaching and lesson planning; (2) variables influencing the frequency and extent of effectiveness of formative assessment; (3) teachers' anc leamers' views on teacher feedback, learner peer- and self-assessment; and (4) and lulfilment of the requ

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Arias, Morel Angela, and Louise Torgén. "The use of learning rubrics in English as a foreign language primary school classrooms in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33599.

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Learning rubrics are adapted to the students’ understanding, and contain a clear focus of what they are supposed to learn. Teachers’ knowledge about them seems to be limited, and assessment rubrics are a more common tool for teachers’ assessment practices (Alm, 2015).Even though the Swedish school curriculum encourages teachers to use formative assessment as an active part of their teaching, due to its beneficial factors for students learning development, studies have shown that summative assessment is a preferred practice among teachers.This paper analyzes the teachers use of learning rubrics

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Villalpando, Suzanne Martinez. "Principals' leadership for learning : formative assessment strategies in every classroom." Thesis, 2013. http://hdl.handle.net/2152/24367.

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The purpose of this study was to explore how school leaders address both the technical and professional socialization needs of teachers during the planning and implementation of student formative assessment in every classroom, an initiative that is often implemented as a means of gathering the data needed to support the academic needs of all learners (Black & Wiliam, 1998; Bolman & Deal, 2008; Heath & Heath, 2010; Leithwood & Seashore Louis, 2011; Wiliam, 2010). In order to determine school leadership considerations for addressing the technical and professional socialization needs of teachers

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Gossett, Nicholas Stanford. "Bridging the gap : self-assessment, e-portfolios, and formative assessment in the foreign language classroom." 2013. http://hdl.handle.net/2152/21690.

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Despite the amount of empirical evidence available to validate the claim that language learners have the ability to evaluate their own abilities in a foreign language, many educators feel that self-assessments are unreliable and do not fit into the foreign language classroom. However, the move towards a proficiency-based student-centered classroom over the past two decades has caused many educators to rethink the use of self-assessment measures in the foreign language classroom. At the same time, portfolios have emerged as assessment tools for both educators and learners. Most recently, with t

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