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Dissertations / Theses on the topic 'Formative assessment practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Albusaidi, Amal A. "Changing assessment practices in Omani basic education schools : stakeholders' perceptions and teachers' practices of formative assessment." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401000.

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Hegazy, Hind. "Teachers’ perceived understanding of formative assessment and how it impacts their classroom practice: A case-study investigation." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/388967.

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This study examined Junior Secondary teachers’ perceived understanding of formative assessment and how it influenced teachers’ pedagogical choices and practices in the classroom. The study adopted a qualitative approach to research using interpretive phenomenological and analytical approaches to provide in-depth insight into the ways in which Junior Secondary teachers perceive, understand and apply formative assessment in their classrooms and how these practices impact student engagement with learning. Three key questions steered the research; 1) What are Junior Secondary teachers’ perceived u

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Dargusch, Joanne Mary. "Formative Assessment as Contextualised Practice: Insider Accounts." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366739.

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This thesis draws on a socio-cultural framework to investigate the nature and function of the formative assessment practices of Queensland teachers of Year 12 English. The thesis presents case reports that examine two teachers’ accounts of the practices they rely on in their Year 12 English classrooms to use assessment for learning. The final chapter of the thesis presents a reflection on the cases, examined against a critical review of literature and an examination of Queensland assessment policy relating to formative assessment. It provides key insights into the teachers’ formative assessmen

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Calveric, Sarah. "Elementary Teachers' Assessment Beliefs and Practices." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2332.

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Increased state and federal accountability measures have made the assessment of student performance one of the most critical responsibilities of classroom teachers; yet, inadequate opportunities for preservice and inservice training leave many teachers feeling ill-prepared for this task. Adding to the complexity of building teachers’ assessment literacy is the relationship between assessment beliefs and classroom assessment practices. This quantitative study utilizes a validated, online survey to examine how elementary teachers’ (n = 79) define their assessment beliefs (conceptions) and how th

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Mohamed, Niuma. "Assessment in Male’ Schools: Three Maldivian Primary Teachers' Knowledge, Beliefs, & Typical Assessment Practices." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8686.

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Assessment practice in Maldivian schools is undergoing change. The newly developed draft of Maldivian National Curriculum with associated documents aligns assessment, instruction, and curriculum to provide optimum learning conditions for students. The Maldivian Ministry of Education (MOE), in collaboration with UNICEF, has introduced quality indicators for the Child Friendly Baraabaru School (CFBS) based on the Maldivian National Curriculum. These indicators stress the importance of maintaining a balance between assessment for learning (formative assessment) and assessment of learning (summati

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Compton, Stephen. "Assessment For Learning : a comparative study of formative assessment practices in two upper-secondary schools." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85302.

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Formative assessment lies not in enhancing what is, but in advancing toward what will be. Little research has been conducted on formative assessment practices, nor collegial practices in an EFL context. The purpose of the current study is to determine what formative assessment practices are in place in two upper-secondary schools and the impact that collegial learning plays in the adoption of these practices. This qualitative research design comprises four teachers and ten pupils using the focus group interview method. The findings reveal that there are several disparities in the two schools w

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Nordberg, Parekh Noopur, and Anja Schultzberg. ""Vad är formtativ bedömning för dig?" : - En intervjustudie av lärares förståelse av formativ bedömning." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265543.

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In Swedish schools the interest for formative assessment practices has increased during the last decade. This can partly be seen as a response to Sweden’s poor performance in international tests and rankings but it is also reflecting the advancement of knowledge within the field. This research paper aims to examine teachers understandings of the term formative assessment and what practices they associate to the term. It is carried out by semi-structured interviews of primary school teachers. The material has then been subjected to an inductive content analysis. To ensure reliability of the res

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Alzahrani, Saber. "SAUDI MATHEMATICS TEACHERS’ UNDERSTANDING AND PRACTICES OF FORMATIVE ASSESSMENT IN ELEMENTARY SCHOOLS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1465.

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The purpose of this study was to investigate Saudi mathematics teachers’ understanding and practices of formative assessment as well as determine the factors affecting the practice of formative assessment in mathematics education. The sample included 202 in-service mathematics teachers at both rural and urban public elementary schools in Al Baha district, Saudi Arabia. A concurrent mixed methods design was used. Quantitative data were collected through the questionnaire and data analysis consisted of descriptive statistics, ANOVA, and t-test. Qualitative data were gathered through open-ended q

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Stockwell, Melinda Elisabeth. "Developing Effective Formative Assessment Practices For Students in Year 12 Mathematics A." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59726.

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This case study investigated whether the implementation of a more comprehensive approach to formative assessment made a difference to students’ summative assessment outcomes. This study identified that the adoption of a more comprehensive model of formative assessment not only increased levels of student engagement and built a more positive classroom culture, but also improved summative assessment grades in Mathematics A for most, if not all, students. The influence of the teacher proved to be significant.

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Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.

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<p>This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment<br>the skills levels of these educators<br>the nature of support and training these educators received to enhance their assessment practices<br>the different ass

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Tovar, Klinger Cristian Jesus. "EFL PROFESSORS’ BELIEFS OF ASSESSMENT PRACTICES IN AN EFL PRE-SERVICE TEACHER TRAINING UNDERGRADUATE PROGRAM IN COLOMBIA." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1324.

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This study describes the findings of a qualitative study examining the understanding about the beliefs and practices about assessment of faculty who teach English as a foreign language. I analyzed the beliefs and practices of EFL faculty members as described in their responses upon the instructional process of the target language following a three-part approach proposed by Miles, Huberman and Saldana (2014), which is a concurrent flow of three activities: (a) data condensation, (b) data display, and (c) conclusion drawing/ verification. For the collection of data, I used two instruments: quali

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Ho, Lok Ming Eric. "Improving ESL formative assessment practices and student learning via multi-staged peer assessment of oral presentations." Thesis, University of Bristol, 2018. http://hdl.handle.net/1983/6dbc7efc-05e2-4a10-a993-bf003041eb6f.

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In an examination dominated educational culture such as that in Hong Kong, university students’ experiences with multiple forms of assessment is somewhat limited. It is understandable, therefore, why not only students, but teachers as well, remain skeptical when confronted with new approaches to assessment. This study set out to challenge the ‘conservative’ nature of assessment that characterises Hong Kong and to engage students with assessment practices that involved them in not only being assessed, but in taking on the role of the assessor as well. The research study portrays how a sample of

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Murtagh, Lisa. "Beyond formative assessment : a study of the practices of two primary school teachers." Thesis, University of Newcastle Upon Tyne, 2008. http://hdl.handle.net/10443/262.

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This study was carried out to seek to understand the formative assessment practices of two experienced teachers; to establish the impact of being immersed in a top-down model of education and the extent to which personal and professional biographies influence approaches to formative assessment. Through adopting a case study approach that valued the voices of the children in the research process, this study elaborates some of the findings of earlier research and highlights important new findings. These include: the sophisticated relationship between a teacher's values and beliefs, the top-down

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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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Quach, Melissa. "Assessment in English on the Upper Secondary Level : Teachers' experiences of formative assessment: a comparison between theories and practices." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78835.

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The aim of this study was to compare practices of assessment with theory. Three teachers on the upper secondary level in English were interviewed. This study contains three research questions, namely, how do teachers work with assessment? To what extent do teachers work with formative assessment in the subject English? In what way do teachers’ perception and experiences of formative assessment relate to current research in the field? The results indicate that formative assessment is an established method in the classroom, which differed from a collegial aspect since most collegial collaboratio

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Lai, Emily Rose. "Interim assessment use in Iowa elementary schools." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/393.

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In response to test-based accountability (No Child Left Behind, 2001), schools and districts across the country are adopting a variety of supplemental assessments aimed at improving student performance. These interim assessments are administered more than once during the school year for the following purposes: 1) predicting student performance on summative accountability tests, 2) identifying student strengths and weaknesses, 3) tracking student progress toward "proficiency," or 4) identifying students for remedial instruction. Vendors claim these assessments can improve teaching and learning,

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Krüger, Vargas A. (Ana). "Conceptions and practices of formative assessment and feedback:an exploratory study of elementary school teachers." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201406041632.

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Current forms of student-centered models of learning attempt to address the educational needs of the post-modern society. Even if new models of teaching are being applied, a new way of assessing pupils has not yet been implemented. There has been recent research on formative assessment and feedback; but much is still needed to investigate, especially concerning elementary school contexts and this research addresses this gap. The focus of this research is on assessment in the teacher-pupil relation since, there needs to be renovation or even radical reformation of the roles and responsibilities

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Duong, Anh Thi. "Learning strategies to improve formative assessment practices in teacher education: A comparative study of Australia and Vietnam." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23102.

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The study utilises a constructivist paradigm to understand the impact of formative assessment in engaging and motivating student learning. Students can rely on assessment information to build on how they are currently performing (Albert, 2012; Tollefson, 2000). Regarding the framework, the research uses theories of motivation and socio-cultural of learning in identifying the zone of proximal development (ZPD) of students in enhancing students’ achievements. Social interactions and communication are essential channels for students to self-assess and peer-assess to define their strengths and wea

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Türnüklü, Elif Beymen. "Mathematics teachers' assessment practices and formative assessment : a study of teachers of 11-14 year olds in Turkey and England." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30944.

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Teacher assessment and formative assessment have a crucial place in the teaching and learning process. Their value especially was increased due to the changing perspectives of educational assessment in the last decade. This study therefore, has been designed to identify, examine and compare secondary mathematics teachers' assessment practices and formative assessment in Turkey and England. For this study multiple case studies, approached under the qualitative paradigm were chosen as the main approach. Semi-structured interviewing and non-participant observation (being a complete observer) were

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Siegel, Tracey Jane. "Assessment Practices at an Associate Degree Nursing Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/603.

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Nursing programs have traditionally used teacher-developed multiple-choice (MCQ) examinations to prepare students for licensure. Researchers have determined that poorly constructed MCQ tests used as formative and summative evaluations may penalize nursing students and impact progression and retention in nursing programs. The purpose of this exploratory case study was to examine issues related to the use of teacher-developed MCQ examinations as the only method of student assessment in the theory component of nursing courses. The National League for Nursing Core Competencies for Nurse Educators

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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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Kyaruzi, Florence [Verfasser], and Stefan [Akademischer Betreuer] Ufer. "Formative assessment practices in mathematics education among secondary schools in Tanzania / Florence Kyaruzi ; Betreuer: Stefan Ufer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2017. http://nbn-resolving.de/urn:nbn:de:bvb:19-254380.

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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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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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Kuze, Mongezi William. "An investigation into the formative assessment practices of teachers in selected Fort Beaufort schools: a case study in the Eastern Cape." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/226.

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South Africa has, since 1994 undergone significant political, social and economic changes and all these changes have had an effect in most of the governmental departments. One department adversely affected in particular, is the Department of Education (DoE). The implementation of a large number of educational policies being developed at national and provincial levels to bring about radical changes, leave much to desire. That has led the researcher to be investigating Teachers’ Formative Assessment Practices in Grade 9 Technology classrooms of selected schools in the Fort Beaufort District of E

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Guerra, Nathália Garcia. "Avaliação formativa: um estudo de práticas inspiradoras no ensino fundamental I de uma escola estadual de São Paulo." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15022018-115040/.

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Esta dissertação é fruto da pesquisa que buscou investigar alguns modos de avaliação no regime da Progressão Continuada, que possuíssem características de uma avaliação formativa, considerando o dia a dia de sala de aula, o uso de diferentes instrumentos avaliativos, a visão dos professores e as orientações internas e externas que pudessem influenciar as ações voltadas à avaliação formativa. Para tanto, selecionamos uma Escola Estadual de Ensino Fundamental I do Estado de São Paulo cujas práticas eram tidas como referência em sua região e foram consideradas por nós como práticas inspiradoras

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Pinto, Ros?ngela de Oliveira. "Educa??o profissional: a avalia??o da aprendizagem e a l?gica das compet?ncias." Pontif?cia Universidade Cat?lica de Campinas, 2011. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/680.

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Made available in DSpace on 2016-04-04T18:33:02Z (GMT). No. of bitstreams: 1 Rosangela de Oliveira Pinto.pdf: 763167 bytes, checksum: 9261d07866d49db0387390509c4b8f1b (MD5) Previous issue date: 2011-02-22<br>This research tried out to identify and understand the concepts and practices of evaluation reports on Vocational learning Education. SENAI and SENAC institutions were the subject of the studies and Rio Claro City, in S?o Paulo State was the center of the study. These institutions offer mid-level technical courses and they have similar objectives and goals and a history in creating and

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Underwood, Marilyn. "The Relationship of 10th-Grade District Progress Monitoring Assessment Scores to Florida Comprehensive Assessment Test Scores in Reading and Mathematics for 2008-2009." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3845.

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The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited stud

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Mello, Lucí Ferraz de. "Educomunicação e as práticas pedagógico-comunicacionais da avaliação formativa no ensino básico." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-01022017-110417/.

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A presente tese, formulada no âmbito da linha de pesquisa Comunicação e Educação, do Programa de Pós-Graduação em Ciências da Comunicação, da Escola de Comunicações e Artes, Universidade de São Paulo, teve como objetivo verificar se a abordagem de avaliação formativa adotada nas práticas dos laboratórios de informática educativa (LIE), ligados ao Núcleo de Informática Educativa (NIE), da Diretoria de Orientações Técnicas (DOT), Secretaria Municipal de Educação de São Paulo (SME-SP), se estrutura a partir de aspectos educomunicativos, principalmente por meio da adoção de práticas pedagógicocomu

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Arrieu-Mutel, Aline. "Les pratiques d'évaluations formatives et verdictives verbales des enseignants : le cas de deux enseignants de sciences-physiques en lycée général en France." Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20067/document.

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Notre recherche exploratoire, à visée descriptive, explicative et compréhensive consiste à étudier une dimension peu souvent débattue : l’évaluation verbale des élèves par les enseignants au service de la régulation immédiate des apprentissages et des difficultés observées. Nous émettons l’hypothèse qu’en situation d’enseignement-apprentissage, l’enseignant est soumis à des tensions dont il doit s’affranchir pour faire vivre la classe : s’assurer qu’une majorité d’élèves ait construit les connaissances attendues ou favoriser la réalisation des objectifs pédagogiques et didactiques prévus pour

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Hirsh, Åsa. "The individual development plan as tool and practice in Swedish compulsory school." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Livslångt lärande/Encell, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-22540.

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Since 2006 Swedish compulsory school teachers are required to use individual developmentplans (IDPs) as part of their assessment practices. The IDP has developed through two major reforms and is currently about to undergo a third in which requirements for documentation are to be reduced. The original purpose of IDP was formative: a document containing targets and strategies for the student's future learning was to be drawn up at the parent-pupil-teacher meetingeach semester. The 2008 reform added requirements for written summative assessments/grade-like symbols to be used in the plan. This the

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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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DiBiase, Deborah. "Formative Assessment Professional Development| Impact on Teacher Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621976.

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<p> With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ

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Ahlstrand, Pernilla. ""De famlar i mörkret"... : en studie om bedömning inom den praktiska kunskapstraditionen." Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-21093.

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<p>I den kvalitativa studien undersöks vad som ligger till grund för bedömning i fyra ämnen inom gymnasieskolan. De ämnen som undersöks är teater, idrott- och hälsa, hotel- och restaurang samt träteknik. Intervjuer med lärare visar att det läggs stor vikt vid bedömning av processen i den dagliga undervisningen, dvs. närvaro, samarbete, ansvar, behov av handledning, självständighet och ambition. Även den produkt eller det slutresultat som undervisningen leder fram till tas med i bedömningen. Lärarna uttrycker även att teoretiska aspekter på undervisningen såsom faktakunskap

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Bligh, Brett. "Formative computer based assessment in diagram based domains." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/13569/.

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This research argues that the formative assessment of student coursework in free-form, diagram-based domains can be automated using CBA techniques in a way which is both feasible and useful. Formative assessment is that form of assessment in which the objective is to assist the process of learning undertaken by the student. The primary deliverable associated with formative assessment is feedback. CBA courseware provides facilities to implement the full lifecycle of an exercise through an integrated, online system. This research demonstrates that CBA offers unique opportunities for student lear

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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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Paterson, Karina. "Good practice for formative assessment and feedback in statistics courses." Connect to e-thesis, 2008. http://theses.gla.ac.uk/623/.

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Thesis (MSc(R)) - University of Glasgow, 2008.<br>MSc(R) thesis submitted to the Faculty of Information and Mathematical Sciences, Department of Statistics, University of Glasgow, 2008. Includes bibliographical references. Print version als available.

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Morris, Dinah Jane. "Physiotherapy students' lived experience of formative assessment during practice education." Thesis, University of Brighton, 2011. https://research.brighton.ac.uk/en/studentTheses/b649fcfb-b0bd-46d6-bc5f-c57972dbc82b.

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The purpose of this study was to gain insight into physiotherapy students' experience of formative assessment on placements. A purposive sample of nine physiotherapy students was selected from a pre-registration problem-based learning programme. Four postgraduate practice educators were interviewed to explore emergent themes. A qualitative phenomenological approach was adopted using semi-structured interviews. Reflective logs and theme boards were used to promote participants' reflection prior to interview. An interpretative phenomenological analysis (IPA) approach was used.

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Onuora-Oguno, Blessing Oghenebrume. "Value and practice differences in Assessment for Learning in Nigerian primary schools." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80500.

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The study investigated teachers’ formative assessment practice and the value they attach to formative assessment in primary schools in the Lagos and Kwara States of Nigeria. A total of 120 respondents were selected using the convenience sampling technique. Quantitative research methods formed the basis for analysis and data presentation. The inferential statistics used the Wilcoxon signed-rank test to analyse the data. The study surveyed possible differences in what teachers value and practice on five dimensions of assessment, namely Clarifying and Sharing Learning Intentions, Engineer Effecti

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Ho, Thi Nhat. "An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/91545/1/Thi%20Nhat_Ho_Thesis.pdf.

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In response to limited research conducted on the practice of assessment for learning (AfL) in higher education and in Asian educational settings, this qualitative study, using sociocultural theories of learning and a multiple case study approach, investigates how AfL was implemented by three lecturers in one Vietnamese university. Findings revealed that the lecturers engaged with AfL principles and practices to some extent. However, despite the lecturers' significant efforts, Vietnamese sociocultural factors such as respect for harmony, hierarchy, and examination-oriented learning, impacted on

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Roberts, William George. "Plymouth Precision Teaching Project (2007-08) : an investigation into student, staff and practice outcomes." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/70773.

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This thesis describes an investigation into the outcomes of a developmental project focussed on improving the word reading skills of a group of (n=77) secondary school students across five different school settings in a South West of England Local Authority. The 'Plymouth Precision Teaching Project' was conducted during the 2007/8 academic year commencing in September 2007 through to April 2008. The project involved the delivery of regular Precision Teaching (PT) programmes across two cohorts (1 and 2) of students by Teaching Assistants (TAs) in each school who themselves received ongoing trai

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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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Kuffner, Karin L. "Teacher learning in a professional development program: An exploration of community formation, the use of records of practice, and teachers' assessment practices." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219051.

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Silva, OlÃvia Coelho da. "Reader formation: challenge to the teaching practice and the learning assessment." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16640.

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nÃo hÃ<br>For a long time, throughout the history of Brazilian education, the language teaching and learning process was based on coding and decoding methods unlinked of its social use, resulting in a weakened and limited learning of reading and writing abilities. This fact has resulted in increased rates of children repeating or who left school without consolidating the literacy process. Currently this context motivated the appearance of various public policies, which the main objective has been to guarantee children the full command of the language in its various manifestations. In the devel

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Oliveira, Sandra Maria Coelho de. "AvaliaÃÃo formativa como regulaÃÃo da aprendizagem: desafios para a prÃxis no ensino mÃdio da rede pÃblica estadual de Fortaleza - uma anÃlise fenomenolÃgica." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14025.

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nÃo hÃ<br>This research had as general main to investigate what the impediments and effective possibilities of formative assessment as regulating the process of learning in teaching practice of high school teachers of public school of Fortaleza, in order to contribute to its use as an element of learning promotion. The assessment, more than a technical discussion, involves a political debate about their educational purposes which often present distorted and misleading. The study was qualitative approach, having the phenomenological-hermeneutical method as a research option and data analysis, w

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Elliott, Susan M. "Teacher formative assessment : influences and practice case study research at the year one level." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006618/.

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This case study research investigated the formative assessment practices of four Year One teachers in one local education authority, and the influences which have shaped their skills. School-level contextual factors such as the role of colleagues, the head teacher, and experience in the classroom were investigated through interview and questionnaire. External influences on teacher practice, most specifically the influence of the National Curriculum and its assessment requirements, were also examined. The findings identified experience in the classroom and colleagues as key sources of influence

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Ramos, Joana Cristina Guerreiro. "Prática de ensino supervisionada em educação pré-escolar: avaliar para aprender." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/11504.

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O presente relatório, elaborado no âmbito das unidades curriculares Prática de Ensino Supervisionada I e II, em Creche e Jardim de Infância, visa compreender em que medida a avaliação formativa apoia e regula a ação educativa do educador de infância e perceber como este pode avaliar o desenvolvimento das crianças, tendo sempre em consideração o paradigma contextual da avaliação. Para fundamentar estas questões foram utilizados diferentes instrumentos de avaliação: o Child Observation Record, referente ao modelo curricular High/Scope, o Perfil de Implementação do modelo curricular do Movimento

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Balasa, Rebecca A. "Patients’ and Parents’ Perceptions of their Role in the Assessment of Nursing Students’ Pediatric Clinical Practice." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39689.

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Background and objective: Patients’ and parents’ involvement in nursing students’ pediatric clinical practice assessment is informal. This study explored patients’ and parents’ perceptions of their role in students’ formative assessment. Approach: Interviews were conducted with patients and parents admitted at the study setting who received care from a nursing student. They were transcribed verbatim. Data was analyzed using a qualitative content analysis while Lincoln and Guba’s criteria of rigor and trustworthiness were upheld. Findings: Three categories emerged from the data: 1) Patients’ an

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Tiknaz, Yonca. "An investigation into the theory and practice of formative assessment in key stage 3 geography." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30833.

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Formative assessment has been identified in the School Improvement literature as an intervention which could significantly improve teaching and learning in the classroom and raise standards of student attainment for students of all ages (Black and Wiliam, 1998a). In order for this to happen, there is a need for an adequate conceptualisation of the process of formative assessment which seeks to identify the key components and their interrelationships. The Literature Review of this thesis demonstrates that the current understanding of formative assessment is focused on three key components, name

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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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