Relevant bibliographies by topics / Formative teacher assessment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Formative teacher assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Formative teacher assessment.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Formative teacher assessment"

1

Perishko, Iryna. "FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 114–17. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-114-117.

Full text
Abstract:
The article deals with teachers‘ use of language assessment to guide students‘ language proficiency development and academic achievement, the positive benefits of formative assessment for guiding teaching and learning and its characteristics. It is specially noted that language assessment is a purposeful activity that gathers information about students‘ language development. Assessment can be intended to improve teaching and learning or to evaluate the outcomes of teaching and learning. Special attention is given to formative assessment that is described as assessment for learning, in contrast to assessment of learning, i.e. summative assessment. The article focuses on the analysis of formative assessment and its procedures in English classes such as questioning, quizzes, discussions, interviews, role plays, observations, teacher-made tests, checklists, self-reports, journals, projects. Various types of formative assessment, namely self-assessment, peer assessment and alternative assessment are highlighted in the paper. The characteristics of teacher-based assessment that distinguish it from other forms of assessment are described. Teachers assess their students’ learning to determine the effectiveness of their teaching. It should be emphasized that the quality of formative assessment depends on its beneficial uses and value for teaching and learning and teachers‘ judgments and classroom uses of assessments have profound effects on the lives and opportunities of students.
APA, Harvard, Vancouver, ISO, and other styles
2

Moura, André, Amândio Graça, and Paula Batista. "Understandings and uses of assessment: case study with Spanish teacher educators." Journal of Sport Pedagogy & Research 7, no. 4 (July 2021): 32–40. http://dx.doi.org/10.47863/wooh4376.

Full text
Abstract:
Assessment can serve different purposes. In Spain there has been an increase of research in assessment processes that intends to enhance students’ learning. Attending to this scenario, this study intends to explore the understandings of four teachers from one Spanish university, known as one of the most active in developing formative and shared assessment processes, about i) the process of implementing formative and shared assessment processes and ii) the impact of these assessments on students and on the teaching-learning process. Four teachers were purposively selected to be interviewed, according to their availability, use of assessment to promote students’ learning, work in a teacher education programme and have more than 15 years of experience as teacher. Analysis of data collected from semi-structured individual interviews resulted in the following themes i) formative and shared assessment – advantages vs. disadvantages, ii) vision about teacher education programmes, iii) teachers’ changes throughout their career, iv) students’ participation in assessment, and v) negotiating the teaching-learning process with students. These teachers consider that formative and shared assessment can be laborious, but worth the effort, mainly in teacher education programmes, where the focus is not only on student-person, but also on future teacher-person.
APA, Harvard, Vancouver, ISO, and other styles
3

Arrafii, Mohammad Arsyad, and Baiq Sumarni. "Teachers’ Understanding of Formative Assessment." Lingua Cultura 12, no. 1 (February 28, 2018): 45. http://dx.doi.org/10.21512/lc.v12i1.2113.

Full text
Abstract:
The research explored teachers’ understanding of formative assessment in the secondary school level, particularly in the context of English teaching and examined factors related to the teacher assessment in the literacy level. To achieve the intended purposes, a self-designed instrument named Teacher Formative Assessment Literacy Questionnaire (TFALTQ) was emploted. Cronbach alpha measured the internal consistency of items that measuring the latent constructs were adequately accepted (α= 0,67), and exploratory the factor analysis using rotation matric revealed a robust factor loading of the variance explained with KMO statistic of 0,72. The questionnaire was distributed to all English teachers who taught in the secondary high school in central Lombok. There were 243 teachers from public and private high schools were participated in the study. The participants came from both public school and religious school, regardless of their school types and level. Using the case of 243 English teachers, the analysis reveals that the teachers’ understanding of formative assessment is inadequate and that four dimensions of teachers’ formative assessment literacy and understanding are revealed. These include an assessment to serve the accountability purpose, examination/test driven learning, the procedural approach to learning and assessment, and the receptive role of students. The multiple hierarchical regression analysis is performed to identify athe factors that are influencing the teachers’ formative assessment literacy. The analysis suggests that the teachers have a poor understanding of formative assessment, insufficient training in assessment and gender is a strong predictors of teachers understanding of formative assessment.
APA, Harvard, Vancouver, ISO, and other styles
4

Ismail, Ismail, and Tini Tini. "The Effect of formative assessment on students’ grades in learning English." MAJESTY JOURNAL 2, no. 1 (February 11, 2020): 20–30. http://dx.doi.org/10.33487/majesty.v2i1.315.

Full text
Abstract:
Objective: Assessment is an important for learning and teaching and is an important component for further development if they use the right approach. This study focuses primarily on how formative assessment, as a type of favorable assessment, can be an effective contributor to increasing student motivation in learning English. Method: This study explores the results of formative assessments through questionnaires for 24 students and 5 for teachers, in the SMA 1 Alla-Enrekang, where English is taught as a foreign language. Result: It is assumed that formative assessment has a major influence on what students learn and how the teacher validates. Discussion: Formative assessment can help teachers anticipate initial concerns for student disparity in the development of learning. Therefore, this assessment method cannot accurately assess the frequency of student acquisition, because it varies from one teacher to another and subjects with other subjects.
APA, Harvard, Vancouver, ISO, and other styles
5

Almuntasheri, Saeed. "SAUDI TEACHERS’ PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE STUDY." Problems of Education in the 21st Century 74, no. 1 (December 25, 2016): 6–15. http://dx.doi.org/10.33225/pec/16.74.06.

Full text
Abstract:
Shifting from teacher-centred to student-centred practices requires teachers to understand strategies to interact with students in science classes. Formative assessment strategies are very critical component of classroom interaction where teachers obtain information about student learning wherever possible. Traditionally, however, teachers ask questions and evaluate student responses but without investigating student contributions to the classroom interaction. This qualitative study aimed at developing teachers’ knowledge of formative assessment strategies when teaching science-based inquiry in Saudi Arabia. 12 teachers were observed when teaching science and details of one teachers’ practices of formative assessment is presented in this study. Formative assessment framework that describes assessment conversations is used and modified to observe teachers’ assessment practices. Assessment conversation consists of four-step cycles, where the teacher elicits information from students through questioning, the student responds, the teacher recognizes the student’s response, and then uses the information to develop further inquiry. Findings indicate that teachers ask questions and receive responses but rarely allow students to share their own ideas or discuss their own thinking. The study underlines the importance of integrating formative assessment strategies during scientific inquiry teaching for professional development as a way to increase student participation and allow opportunities for students’ inquiry in science classes. Key words: assessment conversations, formative assessment, science inquiry.
APA, Harvard, Vancouver, ISO, and other styles
6

Kilic, Didem. "An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education." Higher Education Studies 6, no. 1 (February 1, 2016): 136. http://dx.doi.org/10.5539/hes.v6n1p136.

Full text
Abstract:
This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differences among self-, peer- and teacher-assessment scores. Peer-assessment of pre-service teachers’ presentations is found to be significantly higher compared with teacher-assessment and self-assessment. With regard to the comparison of teacher-assessment scores and self-assessment scores, it is revealed that there are no significant differences between teacher- and self-assessments. In teacher training programmes beside summative approach self-, peer- and teacher-assessments can be implemented in a formative way as useful practices in developing more succesful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching.
APA, Harvard, Vancouver, ISO, and other styles
7

Chetcuti, Deborah A., and Michael A. Buhagiar. "ASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT." Problems of Education in the 21st Century 58, no. 1 (March 25, 2014): 39–52. http://dx.doi.org/10.33225/pec/14.58.39.

Full text
Abstract:
The research study reported in this paper explores the issues and challenges faced by teacher educators when assessing student-teachers during their field placement. The key research question is: What are the issues and challenges faced by teacher educators and university administrators in relation to the formative and summative assessment of student-teachers during their field placement in Initial Teacher Education? The research tries to address this question by drawing on qualitative data from interviews with key academics and administrators at the University of Malta. The data from the interviews suggests that finding a balance within a university setting between the formative and summative aspects of assessment can create a potential conflict. This results in teacher educators focusing more on administrative demands for accountability and standards through summative assessment (also known as ‘assessment of learning’) rather than on the learning process through formative assessment (also known as ‘assessment for learning’). The authors challenge this current view and, using examples from good practice, construct a model of assessment for the field placement that tries to improve the balance between formative and summative assessment. Key words: formative assessment, summative assessment, field placement, initial teacher education
APA, Harvard, Vancouver, ISO, and other styles
8

Gu, Peter Yongqi, and Guoxing Yu. "Researching Classroom-Based Assessment for Formative Purposes." Chinese Journal of Applied Linguistics 43, no. 2 (June 1, 2020): 150–68. http://dx.doi.org/10.1515/cjal-2020-0010.

Full text
Abstract:
Abstract This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.
APA, Harvard, Vancouver, ISO, and other styles
9

Ebby, Caroline B., and Marjorie Petit. "Using Learning Trajectories to Enhance Formative Assessment." Mathematics Teaching in the Middle School 22, no. 6 (February 2017): 368–72. http://dx.doi.org/10.5951/mathteacmiddscho.22.6.0368.

Full text
Abstract:
Numerous research studies have shown that formative assessment is a classroom practice that when carried out effectively can improve student learning (Black and Wiliam 1998). Formative assessment is not just giving tests and quizzes more frequently. When assessment is truly formative, the evidence that is generated is interpreted by the teacher and the student and then used to make adjustments in the teaching and learning process. In other words, the formative assessment generates feedback, and that feedback is used to enhance student learning. Formative assessment is therefore fundamentally an interpretive process: It is less about the structure, format, or timing of the assessment and more about the function and use by both the teacher and student (Wiliam 2011). For teachers of mathematics, the heart of this process is making sense of and understanding student thinking in relation to content goals.
APA, Harvard, Vancouver, ISO, and other styles
10

Dudek, Christopher M., Linda A. Reddy, Adam Lekwa, Anh N. Hua, and Gregory A. Fabiano. "Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching." Assessment for Effective Intervention 44, no. 2 (May 15, 2018): 81–94. http://dx.doi.org/10.1177/1534508418772919.

Full text
Abstract:
This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds = .50–.83). Results also showed meaningful reductions in the overall need for change in instruction ( d = .88) and in behavior management practices ( d = .68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Formative teacher assessment"

1

Svenato, Giancarlo. ""How formative of you,teacher!"-Implementing formative assessment at Klara Södra Gymnasium." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28450.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
Abstract:

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 formative assessment resulting in improved student achievement (Trumbull & Lash, 2013; Wiley & Heritage, 2010).

The purpose of this study was to determine the relationship between Linking Learning and Assessment professional development (including online training modules and communities of practice) as well as other forms of professional development on formative assessment and resulting self-perceived teacher practice, and what aspects of the professional development teachers found meaningful in improving their practice.

This study utilized a mixed-methods design. A questionnaire was administered to middle level educators (N=82) throughout the state followed by a focus group interview (N=5). Quantitative data analysis consisted of descriptive statistics, correlations, Anova, and t-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire.

A major finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes: collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs.

The results of this study may serve to inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.

APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
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 graduate students participated in pre and post-treatment surveys and interviews. In this case, "treatment" was EDCI 504 Evaluation and Measurement in Education. The cohort represented the experience and attitude of participants enrolled in the course, after the completion of the course and retrospectively, one to three years later. The data showed that the course directly influences the participant's teaching practices and frequency of formative assessment use in the classroom. The gradual increase in use up through a retrospective group demonstrated that formal university training in these methods can give rise to new evaluative practices.
APA, Harvard, Vancouver, ISO, and other styles
4

Vingsle, Charlotta. "Formative assessment : teacher knowledge and skills to make it happen." Licentiate thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-91247.

Full text
Abstract:
Several studies have demonstrated that substantial learning gains are possible when teachers use formative assessment in their classroom practice. At the heart of most definitions of formative assessment lies the idea of collecting evidence of students’ thinking and learning, and based on this information modifying teaching to better meet students’ needs. Such regulation of learning processes would require skills to elicit the thinking underlying students’ oral and written responses, and the capacity to make suitable instructional decisions based on this thinking. When the continuation of the teaching is contingent on the information that appears in such assessments additional knowledge and skills are required compared with a more traditional approach to teaching. Today, sufficient knowledge about how to help in-service teachers and pre-service teachers develop their formative classroom practice is lacking. In the pursuit of gathering research evidence about the specific content and design of professional development programs and teacher education courses in formative assessment, it is important that we know what kinds of skills and knowledge teachers need to successfully orchestrate a formative classroom practice. The aim of this study is to identify activities and characterize the knowledge and skills that a teacher of mathematics uses in her formative assessment practice during whole-class lessons. The study is a case study of a teacher’s formative assessment practice during mathematics lessons in year 5. The data were analysed by identifying a) the formative assessment practice b) the teacher’s activities during the formative assessment practice and c) the teacher knowledge and skills used during the activities. The main result of the study shows that the formative assessment practice is a very complex, demanding and difficult task for the teacher in several ways. For example, during short term minute-by-minute formative assessment practice the teacher uses knowledge and skills to eliciting, interpreting and use the elicited information to modify instruction to better meet student learning needs. She also helps students’ to engage in common learning activities and take co-responsibility of their learning. In the minute-by-minute formative assessment practice the teacher also handles new mathematics (to her), unpredictable situations and makes decisions about teaching and learning situations in a matter of seconds.
Ett flertal studier har visat att implementering av formativ bedömning ökar elevers lärande i matematik. I hjärtat av de flesta definitioner av formativ bedömning finns iden om att samla belägg om elevers tänkande och lärande, och utifrån beläggen anpassa undervisningen så att den möter elevernas behov. En sådan reglering av lärandeprocessen kräver kunskap om hur man framkallar den typ av svar som visar hur elever tänker. Det krävs också förmåga att välja ett lämpligt sätt anpassa undervisningen. När undervisningen kontinuerligt anpassas efter den typ av bedömning som beskrivits, så behövs ytterligare kunskap jämfört med den kunskap som behövs för att genomföra en mer traditionell undervisning. Idag saknas tillräcklig kunskap om hur man kan utbilda och stödja lärare och blivande lärare att utveckla sin formativ bedömningspraktik. För att veta vilket innehåll och vilken design kompetensutbildningar i formativ bedömning bör ha så är det viktigt att vi vet vilka specifika kunskaper och förmågor en lärare behöver för att kunna genomföra en framgångsrik formativ bedömning. Studiens syfte är att identifiera aktiviteter och att karaktärisera de kunskaper och förmågor en matematiklärare använder i sin formativa bedömningspraktik under lektioner i helklass. Fallstudien följer en lärares formativa bedömningspraktik under matematiklektioner i årskurs 5. Data analyserades med avseende på a) lärarens formativa bedömningspraktik b) lärarens aktiviteter under denna praktik och c) de kunskaper och förmågor som läraren använde för att genomföra dessa aktiviteter.  Studiens huvudresultat visar att den formativa bedömningspraktiken är mycket komplex, krävande och svår på flera sätt för läraren att göra. Till exempel, under en formativ bedömningspraktik som sker minut-för-minut så använder läraren kunskaper och förmågor för att framkalla, tolka och använda den informationen för att bättre kunna möta elevens behov. Läraren hjälper också eleverna att engagera sig i och ta ansvar för sitt lärande under lärandeaktiviteter. Under denna praktik så hanterar läraren även för henne ny matematik, oförutsägbara situationer och fattar beslut om undervisning inom loppet av sekunder.
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
Abstract:
The key purpose of this qualitative case study was to gain an understanding of classroom teachers’ perceptions of the process and impact of formative assessment on classroom instruction in a secondary school. The study was designed to obtain information about how teachers view formative assessment as part of their everyday planning and preparation, as well as sought to determine whether or not there was a correlation between teachers’ perceived understanding of formative assessment and their implementation of formative assessment in the classroom. The three main research questions that guided this study were: 1) How do teachers’ perceptions of their own understanding of formative assessment affect their instructional practice? 2) How do teachers’ perceptions of their own understanding of formative assessment evolve over time? 3) What supports exist to help teachers implement formative assessment at the high school level? The case study focused on participants who were current 9-12 public school teachers representing mathematics, physical education, and foreign language. To triangulate the data, multiple types of data were collected from the teachers. Pre- and post-surveys, unstructured interviews, focus groups, classroom observations with participant observation notes, and logs were used to collect the data. Data was then analyzed using analysis of the pre-surveys and compared with information gained from the other data sources. Data was later analyzed using the post-survey and compared with the information from other data sources to determine individual teacher growth over time. The results from the first research question indicated that teachers understood the accountability of both teachers and students in the assessment process, but required additional support in determining how student learning becomes the basis for use of formative assessment, types of different methods used, and overall teacher competencies about formative assessment. The second research question indicated that growth occurred when professional supports were given in areas where weaknesses were identified. Initially, formative assessment was viewed by many as a means of compliance with the new teacher evaluation system. With continued professional development, teachers’ acceptance of formative assessment increased as their understanding of the process dually increased. In addition, as teachers began to see growth in student achievement, their overall acceptance of formative assessment also increased. The third and final research question indicated that supports must not only be global in nature, but must also be focused on the individual. When teachers know where they are and know the target of where they want or need to be, instructional growth does occur. Supports for teacher instructional practice will vary based on identified needs, understanding of formative assessment, and the type of supports available. Recommendations for follow-up study include the use of additional focus groups, extending the formative assessment survey to include lengthening the time of the study, and a change in setting to avoid certain nuances that can occur with studying the same school district. Additionally, research should be completed on the long-term effects of personalized professional development and whether teachers continue to use formative assessment practices as they gain more extensive experience. Since this particular school was undergoing a complete system change while the study was being completed, it would be dually important to investigate a school that was not in the midst of such a change. With all the additional supports available to the teachers in this study, it is important to see if a teacher’s perceived understanding of formative assessment would continue to translate into instructional practice if whole school and individual supports were not as prevalent.
APA, Harvard, Vancouver, ISO, and other styles
6

Radford, Brian W. "The Effect of Formative Assessments on Teaching and Learning." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3497.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bennett, Deborah Peterson. "Elementary School Teacher Perceptions of Using Formative Strategies To Improve Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1399.

Full text
Abstract:
Standardized test data from a southern suburban elementary school showed lagging student scores behind those of students from similar settings. These scores suggested a disconnection between teachers' understanding of and practice in formative assessment. Bloom's revised taxonomy, backward design planning theory, and differentiated learning theory guided this study, which focused on how elementary teachers use formative strategies in the classroom to inform instruction. Data collected through face-to-face interviews from 10 teachers were transcribed and organized in codes and themes. Member checks were then used to ensure credibility of interpretations. The key results showed that these 10 teachers used many formative assessment strategies with their students, yet they were unfamiliar with backward design theory and did not use peer feedback or self-assessment as strategies. The proposed project focused on providing professional development in 3 modules addressing professional learning community norms, backward design theory unit planning, and strategies for peer feedback and student goal setting. This project may lead to positive social change by empowering teachers to design curriculum and assessment with authentic learning experiences and providing students with goal-setting strategies to become responsible for learning. The project's positive social change may lead to this school and district closing the identified achievement gap. It is recommended that further research on teacher perception of formative assessment should include more elementary and middle schools.
APA, Harvard, Vancouver, ISO, and other styles
8

Gikandi, Joyce Wangui. "Online Formative Assessment in Higher Education: Enhancing Continuing Teacher Education in E-Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7477.

Full text
Abstract:
Assessment is a key aspect within teaching and learning processes in higher education (Torrance, 2007). Formative assessment may be viewed simply as constructive feedback to support learning or more holistically as ongoing assessment based on sustained engagement in learning activities within a supportive social context that expand teachable moments to scaffold learning. Online education now pervades higher education worldwide but effective ways to incorporate formative assessment within online settings is not well understood. Previous research in online postgraduate courses designed for teachers as professional learners illustrate that engagement with authentic learning activities promotes meaningful learning and transferability to their communities of practice (COP) (e.g. Mackey, 2011). However, there appears to be paucity of literature with a focus on assessment in professional learning. This thesis explores formative assessment within online postgraduate courses designed for teachers as professional learners who aim to develop capacity to incorporate information communication technologies (ICT) in their own practice. Case studies are presented to richly illustrate the design, implementation and evaluation of the effectiveness of two courses; and then further re-examined to elucidate strategies and key characteristics that can foster (or hinder) online formative assessment. Authentic and developmental learning perspectives underpinned by situated cognition theory framed the design and interpretation within a multiple-case methodology. Evidence of experiences and perceptions of the teachers and their professional students included online observation, analysis of the discourse, and semi-structured interviews. An authentic learning environment that sustained productive engagement is illustrated in both case studies along with many techniques that the teachers designed to underpin formative assessment. A key characteristic in both courses was the design of authentic assessment activities that are relevant and meaningful in real-life contexts. Techniques identified included appropriate learner autonomy, and opportunities to negotiate shared understanding of learning goals and expected outcomes including the sharing of student-created artefacts. The online reification of the artefacts and other learning community support was enabled by the ongoing documentation through creative use of online discussion forums as a feature within the learning management system (LMS). These techniques enriched the processes of ongoing monitoring, assessment of evidence of learning and interactive formative feedback. Both teachers’ beliefs about self and peer feedback also enabled both teachers to design for productive synergies between formative and summative assessment that promoted engagement and deep learning. Additional synergies of discourse among peers related to immediacy, interactivity, and mutuality in which the students recognized themselves and valued their peers as source of constructive feedback. The students also demonstrated meaningful reflectivity that manifested reflexivity within the context of their professional practices. Online formative assessment is illustrated in both courses as a form of collaborative engagement in authentic learning, including assessment activities with opportunities for ongoing interactions and formative feedback. The open-ended authentic assessment activities supported professional learners to connect the online discourse to their own classroom practices, as well as keenly engage with authentic projects that are situated in their schools. Learner autonomy stimulated self-regulated learning in which students went beyond achievement of the expected learning outcomes for summative assessment to engaging with tasks and processes that matched their own learning goals, interests and contextual needs. Learners’ involvement within formative assessment processes enhanced opportunities to negotiate meanings which fostered shared authenticity.The inherent authenticity in the course design also stimulated application of prior knowledge and experiences in ways that promoted meaningful learning. Engagement in asynchronous dialogue as a community of learners with shared goals and practice elicited alterative perspectives and disorienting dilemmas. This stimulated learners to think in new ways and more critically and to develop relevant professional competencies in ICT. These in turn supported teachers as professional learners to confidently apply their developing pedagogical practices with ICT in their own classrooms; and to share those with school colleagues. This study illustrates ways that online formative assessment can be designed to support learners to develop relevant knowledge and professional skills that increase professional competencies. Incorporating authentic formative assessment in the course design also impacted teachers’ continuing professional development (CPD), and thus their schools. A key finding from this research is conceptualization of formative assessment as a collaborative pedagogical strategy in which both the teacher and students are active players. This research provides evidence that innovative integration of formative assessment in online settings can support committed professional learners to develop competencies that are transferable into their own practice. This suggests that ongoing formative assessment is an important strategy to increase the quality of online professional development in many fields, in addition to that of education.
APA, Harvard, Vancouver, ISO, and other styles
9

Radford, Brian W. "The Effect of Formative Assessments on Language Performance." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3978.

Full text
Abstract:
This study sought to improve the language learning outcomes at the Missionary Training Center in Provo, Utah. Young men and women between the ages of 19-24 are taught a foreign language in an accelerated environment. In an effort to improve learning outcomes, computer-based practice and teaching of language performance criteria were provided to missionaries in an effort to allow them to progress at their own pace outside of the classroom. The effect of computer-based practice and the teaching of language performance criteria were assessed in a 2x2 factorial design. The dependent variable was speaking proficiency in the Spanish language. This variable was assessed in two different ways: (a) human-rated speaking proficiency and (b) computer-scored speaking proficiency. Results suggest that the teaching of language performance criteria increases speaking proficiency over those who are not taught the criteria. Missionary trainee responses also indicate that the training of criteria helped the trainees to evaluate their own performance and the performance of other language speakers. Missionary trainees also reported that this training helped them to see their own progress and to set appropriate learning goals.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
Abstract:
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: qualitative interviews, and documents. The following research questions guided this study: 1) what are the beliefs of faculty members about the role of assessment in the teaching of English as a foreign language in undergraduate programs in a higher educational institution in Colombia? 2) How do EFL faculty members describe the practice of assessment in a Colombian higher educational institution, both in terms of their teaching EFL pre service teachers and in their interactions with departmental colleagues? 3) How do EFL faculty members interpret the implications of the guiding principles about assessment of a Colombian university, contained in its undergraduate student manual, for their instructional practice of English as Foreign Language?
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Formative teacher assessment"

1

Tuttle, Harry G. Formative assessment: Responding to your students. Larchmont, NY: Eye On Education, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Formative assessment for secondary science teachers. Thousand Oaks, Calif: Corwin Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Formative assessment in your classroom: Responding to your students. Larchmont, NY: Eye On Education, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ferretti, Federica. Formative Assessment for mathematics teaching and learning: Teacher Professional Development Research by Videoanalysis Methodologies. Milan: FrancoAngeli, 2018.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

1965-, Fisher Douglas, and ebrary Inc, eds. The formative assessment action plan: Practical steps to more successful teaching and learning. Alexandria, Va: ASCD, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Brookhart, Susan M. Exploring formative assessment. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Exploring formative assessment. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

What teachers really need to know about formative assessment. Alexandria, Va: ASCD, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Overmeyer, Mark. What student writing teaches us: Formative assessment in the writing workshop. Portland, Me: Stenhouse Publishers, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

What student writing teaches us: Formative assessment in the writing workshop. Portland, Me: Stenhouse Publishers, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Formative teacher assessment"

1

Brookhart, Susan M. "Formative Assessment in Teacher Education." In The SAGE Handbook of Research on Teacher Education, 927–43. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n53.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Brookhart, Susan M. "Teacher Feedback in Formative Classroom Assessment." In Leading Student Assessment, 225–39. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1727-5_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Box, Cathy. "The Classroom Teacher." In Formative Assessment in United States Classrooms, 75–104. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03092-6_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Evans, Robert, Rose Clesham, Jens Dolin, Alena Hošpesová, Sofie Birch Jensen, Jan Alexis Nielsen, Iva Stuchlíková, Sofie Tidemand, and Iva Žlábková. "Teacher Perspectives About Using Formative Assessment." In Contributions from Science Education Research, 227–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63248-3_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Heritage, Margaret, and Caroline Wylie. "Teacher Preparation in Mathematics." In Handbook of Formative Assessment in the Disciplines, 207–42. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315166933-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Schildkamp, Kim. "Challenges and Opportunities in Implementing Formative Assessment in the Classroom: A Dutch Perspective." In Teacher Learning with Classroom Assessment, 177–83. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-9053-0_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Al Jahromi, Diana. "Can Teacher and Peer Formative Feedback Enhance L2 University Students’ Oral Presentation Skills?" In Changing Language Assessment, 95–131. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42269-1_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Reddy, Linda A., Christopher M. Dudek, and Elisa S. Shernoff. "Teacher Formative Assessment: The Missing Link in Response to Intervention." In Handbook of Response to Intervention, 607–23. Boston, MA: Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-7568-3_34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gkonou, Christina, and Rebecca L. Oxford. "14. Teacher Education: Formative Assessment, Reflection and Affective Strategy Instruction." In Learning Strategy Instruction in the Language Classroom, edited by Anna Uhl Chamot and Vee Harris, 213–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415-023.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Keogh, Brenda, Stuart Naylor, Max de Boo, and Rosemary Feasey. "Formative Assessment Using Concept Cartoons: Initial Teacher Training in the UK." In Research in Science Education - Past, Present, and Future, 137–42. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/0-306-47639-8_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Formative teacher assessment"

1

Nurfiqah, Siti, and Fazri Nur Yusuf. "Teacher Practice on Online Formative Assessment." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.081.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Samah, Mas Norbany binti Abu, and Nor’ain binti Mohd Tajudin. "Implication of formative assessment practices among mathematics teacher." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON EDUCATION, MATHEMATICS AND SCIENCE 2016 (ICEMS2016) IN CONJUNCTION WITH 4TH INTERNATIONAL POSTGRADUATE CONFERENCE ON SCIENCE AND MATHEMATICS 2016 (IPCSM2016). Author(s), 2017. http://dx.doi.org/10.1063/1.4983884.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Spagnolo, Camilla, Rita Giglio, Sabrina Tiralongo, and Giorgio Bolondi. "Formative Assessment in LDL: A Teacher-training Experiment." In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010496006570664.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zemlyanskaya, Elena N. "Formative Assessment Of Educational Achievements Of Students In Primary Education: Teacher Training." In 9th International Conference on Cognitive - Social, and Behavioural Sciences (icCSBs 2020). European Publisher, 2020. http://dx.doi.org/10.15405/epes.20121.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Close, Eleanor W., Rachel E. Scherr, Hunter G. Close, Sarah B. McKagan, N. Sanjay Rebello, Paula V. Engelhardt, and Chandralekha Singh. "Development of proximal formative assessment skills in video-based teacher professional development." In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3679983.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"PROMOTING FORMATIVE ASSESSMENT IN MATHEMATICS TEACHER EDUCATION: AN EXPERIENCE OF DISTANCE TEACHING." In 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014l037.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dudek, Karol, Paweł Bernard, and Ewa Odrowąż. "FIRST STEPS IN ASSESSMENT OF STUDENTS’ INQUIRY: A CASE STUDY OF NON-EXPERIENCED CHEMISTRY TEACHER." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.42.

Full text
Abstract:
Teaching methods based on inquiry are more and more widely used in teaching natural sciences. In accordance with the new curriculum, introduced to Polish schools in 2008, students should gain new knowledge based on an inquiry. This fact is related to a change of teachers’ approach in the didactic process and a change in the assessment system. This article undertakes an attempt to analyse how a teacher - who has theoretical knowledge in the field of IBSE teaching methods and evaluating students working in this manner - does the said in practice at the level of lower secondary school, during chemistry classes. The presented case study is based on didactic materials developed at the SAILS project. Key words: formative assessment, IBSE, case study, polymers.
APA, Harvard, Vancouver, ISO, and other styles
8

Arlianty, Widinda, and Beta Febriana. "UNDERSTANDING PEER AND TEACHER ASSESSMENT ABOUT LABORATORY SKILL ON FORMATIVE ASSESSEMENT THROUGH SCIENTIFIC APPROACH." In International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3112.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dârlă (Ionescu), Ileana Constanţa. "Evaluation of Learning in the Period of Early Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/12.

Full text
Abstract:
At all levels of education, learning assessment is generally considered to be an essential part of teachers' work. For early childhood educators, ie those who work with children from birth to age six, there are special considerations that stem from the characteristics of those trained and the nature of early learning. This paper reviews research on the formative assessment of early learning and development. In this way, important theoretical constructs related to early learning are explored and research on key aspects of early childhood learning is synthesized. We discuss the methods that are most useful for painting a richer picture of early learning and development. Some of the challenges inherent in formative assessment in early childhood are also highlighted and discussed.
APA, Harvard, Vancouver, ISO, and other styles
10

Minami, Mario, Andre Kazuo Takahata, Andre da Fontoura Ponchet, Celso Setsuo Kurashima, Denis Gustavo Fantinato, Tiago Ribeiro de Oliveira, and Thays Mesquita Braga. "Cooperative Learning in Robotics Teacher Formative Assessment Strategy Integrated with Brazilian National High School Exam - ENEM: How Digital Pedagogy Can Build a Bridge between Curricula and Projects." In 2018 Latin American Robotic Symposium, 2018 Brazilian Symposium on Robotics (SBR) and 2018 Workshop on Robotics in Education (WRE). IEEE, 2018. http://dx.doi.org/10.1109/lars/sbr/wre.2018.00105.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Formative teacher assessment"

1

Jonathan, Supovitz, Ebby Caroline, and Sirinides Philip. Teacher Analysis of Student Knowledge (TASK): A Measure of Learning Trajectory-Oriented Formative Assessment. Consortium for Policy Research in Education, June 2013. http://dx.doi.org/10.12698/cpre.2013.taskir01.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

Full text
Abstract:
This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
APA, Harvard, Vancouver, ISO, and other styles
3

Tobler, Kalin. Keeley Probes as a Tool for Uncovering Student Ideas: How Do Teachers Use Formative Assessment Probes to Plan and Adapt Instruction? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2646.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Formative teacher assessment' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography