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1.
Ying Zhan 《Technology, Pedagogy and Education》2017,26(4):501-515
Recently, technology-supported formative assessment has caught researchers’ increasing attention. Most of the relevant studies have been carried out in experimental situations to demonstrate the effectiveness of technology-supported formative assessment for learning. However, little is still known about how technology-supported formative assessment is viewed and experienced by teachers in their classrooms. To fill this gap, this study investigated teachers’ voices and practices when they used a formative assessment multimedia learning environment (FAMLE) in their classrooms during three semesters, which involved continuous platform refinement. The findings show that the teachers encountered a number of problems in four major aspects, namely students’ engagement, assessment task design, feedback and follow-up issues. FAMLE went through corresponding refinement in two rounds. A change was evident in teachers’ pedagogical practice of FAMLE from summative and revision use, diagnostic use, to integrative use. 相似文献
2.
This article discusses some of the results of the CATCH (Classroom Assessment as a basis for Teacher Change) project. CATCH was meant to develop, apply and scale up a professional development programme designed to change teachers’ instruction by helping them change their formative assessment practices. The authors focus on the analysis of three consecutive rounds of structured interviews with CATCH teachers in two US school districts. Regarding teacher changes through participation in this programme, changes in attitude toward assessment as well as in their classroom practices were found for all participants from both research sites. Some striking attitude changes were related to the so‐called assessment pyramid, a crucial element of the CATCH professional development programme. The interviews also revealed which sources of support teachers thought were important to help sustain these changes in their classrooms, schools and school districts. Evidence of scaling up and dissemination of presented ideas, ideas ‘travelling’ to other curriculum areas, larger groups of teachers and other grade levels was also found. Appropriate organizational structures have enabled ‘travel’ on a district level. 相似文献
3.
Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used. 相似文献
4.
Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the ‘third space’, as the core of the third generation of activity theory, as a frame to capture how Vietnamese teachers took into account both traditional practices and contemporary influences to transform formative assessment practices to make them feasible in their classrooms. Participants were 2 lecturers and 250 students from two college classes in Vietnam. The results showed that Vietnamese students’ conceptions of learning were heavily influenced by examinations and their traditional learning culture. Consequently, the teachers needed to transform the initiative to align with these features in Vietnamese classrooms. When the revisions were made, the students were evidenced to achieve a growth in learning, change their beliefs about learning and develop both self-learning and collective learning. 相似文献
5.
Research on formative classroom assessment practices and professional development is richer at the classroom/teacher level than at the building/administrator level. Yet administrator leadership is known to be critical for school reforms, including a change to more formative, learning-oriented assessment practices. The researchers conducted an exploratory study using two years of data from a large, rural school district to describe administrators' learning as they participated in a professional development project designed to increase their knowledge and leadership of formative assessment. Teachers skilled at formative assessment, in the view of their administrators, shared learning targets with students in multiple ways and before, during, and after the lesson. The leadership of administrators was critical to the implementation of formative classroom assessment in their buildings. Administrators who became the leading learner focused their observations in classrooms more intently than before on what the students (not just the teachers) were doing. They understood formative assessment themselves, and their schools were the ones that made progress implementing formative assessment. 相似文献
6.
Jessica Bennett 《International Journal of Early Years Education》2018,26(1):104-118
This paper explores the successful mentoring of Timor-Leste early years teachers by Australian teachers to expand their knowledge and practice of child-centred play-based pedagogy. The mentoring programme for the Timorese teachers occurred through an extended visit to a school in Victoria, Australia, for eight weeks to work with mentor teachers in their early years classrooms. Data were collected to explore the effectiveness of the programme through classroom observations and participant interviews. Observations were conducted in the classrooms of the mentees before the programme to provide context for the interviews and after the programme for indications of pedagogical change. The mentoring programme supported the Timorese teachers to reflect and review early years pedagogy. It led to changes in their teaching philosophy, design of learning activities and the inclusion of assessment practices. After two years the Timor-Leste teachers were using a child-centred play-based model of teaching and learning to guide the development, organisation and facilitation of learning activities at their kindergarten. The foundation of the mentor programme’s success was the trusted and equitable relationships between the teachers and the organisations involved. Understanding of cultural differences was acknowledged and supported the robust discussions and reflections that empowered teachers to take action. 相似文献
7.
In the last two decades Dutch primary school students scored below expectation in international mathematics tests. An explanation for this may be that teachers fail to adequately assess their students’ understanding of learning goals and provide timely feedback. To improve the teachers’ formative assessment practice, researchers, curriculum experts and teachers worked together to develop a model for classroom formative assessment (CFA). In three pilot studies, six teachers from three different schools implemented the CFA-model and evaluated its feasibility together with the researchers by means of checklists. The CFA-model was primarily changed with regard to the assessment techniques. Teachers indicated that classroom management and preparation time were preconditions for an optimal implementation. Analysis of covariance was used to explore students’ learning outcomes. The results showed that a correct implementation of the CFA-model might result in the enhancement of students’ mathematical performance. The implications of the three pilots for the implementation of the CFA-model on a larger scale are discussed. 相似文献
8.
Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies 总被引：1，自引：0，他引：1
Panayiotis Antoniou Mary James 《Educational Assessment, Evaluation and Accountability》2014,26(2):153-176
The importance of formative assessment in facilitating student learning has been well established in the literature. However, defining and implementing formative assessment in classroom settings is a rather complicated task. The aim of this study is to explore formative assessment, as implemented in primary classrooms in Cyprus, and develop a framework of action for analysing and understanding formative assessment processes. The research was qualitative, interpretive, collaborative, and guided by the ethics of care. Four primary school teachers of the third and fourth grade participated in the study. The teachers differ in their teaching experience and gender. Data collection was based on non-participant classroom observations, teachers’ interviews and documentary analysis of children’s work for written feedback. The analysis of the data was carried out using the constant comparative method and revealed five distinctive processes of formative assessment: (a) Articulation/communication of expectancies and success criteria, (b) Elicitation and collection of information, (c) Interpretation of information/judgement, (d) Providing feedback, and (e) Taking action/regulation of learning. The analysis also pointed the confusions arising from the various interpretations of the concept and the difficulties in implementing effectively formative assessment in classroom settings. Implications of the findings for policy and practice are drawn and suggestions for further research are finally provided. 相似文献
9.
促进学生学习和发展的课堂评价——2011课堂评价国际研讨会会议综述 总被引：1，自引：0，他引：1
课堂评价作为一种典型的形成性评价,与学校的教学和学生的学习有着紧密的关系,当前在我国教育领域内却备受冷落。本次国际研讨会从课堂评价、课程标准与外部考试一致性;课堂评价设计和实施的理论和技术;学习进展、学生发展与课堂评价系统的设计;课堂评价与教师专业发展;促进学习的课堂评价:学校经验报告等五个方面进行了深入研讨,以期引起教育领域内对课堂评价的关注,提升课堂评价的研究质量,促进学生学习和发展。 相似文献
10.
Susan M. Brookhart Connie M. Moss Beverly A. Long 《Assessment in Education: Principles, Policy & Practice》2010,17(1):41-58
Six remedial reading teachers in a large, rural school district participated in a form of professional development called Teaching as Intentional Learning, based on an inquiry process. Their topic of inquiry was formative assessment. Professional development comprised both direct instruction and inquiry learning in teachers’ own classrooms. This study describes the strategies they experimented with, their professional growth in formative assessment, and effects on students. All six teachers showed important professional growth, as indicated by their own reflections and also by their supervisor’s observations. In First Grade, at‐risk students assigned to these project teachers had increased reading readiness scores on one measure (DIBELS PSF) compared with at‐risk students assigned to non‐project teachers. 相似文献
11.
Carolyn S. Wallace 《课程研究杂志》2013,45(3):357-381
The purpose of this study was to investigate socio‐cultural factors underpinning curriculum change by examining teacher beliefs in the context of professional development. Scottish teachers in the study were participating in policy implementation based on formative assessment. Teachers were selected who were positive about the formative assessment initiative, so as to examine the inter‐relationships amongst beliefs, policy, and practices when teachers intended to implement curriculum innovation. The aims of the study were to investigate: (a) the nature of teachers’ beliefs about teaching, learning, and the professional development programme; (b) how those beliefs influenced the teachers’ mediation of reform policy in their own classrooms; and (c) points of resonance or tension between teacher’s beliefs and the council’s philosophy towards and management of policy implementation. A qualitative interpretive cross‐case study approach was used with five participant teachers from different secondary subject areas. Results suggested that the unique stance of district administrators to give teachers the opportunity to create their own reform methods, a ‘bottom up’ mode of implementation, appeared to be a significant factor in promoting the reform policy. 相似文献
12.
13.
This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. 相似文献
14.
Bruce Randel Helen Apthorp Andrea D. Beesley Tedra F. Clark Xin Wang 《The Journal of educational research》2016,109(5):491-502
The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed learning teams, trained with CASL materials, and implemented CASL in their classrooms under real-world conditions and without any involvement of, or requirements from, the researchers. Analysis of all schools and 9,596 students failed to yield statistically significant impacts of CASL on student mathematics achievement as measured by the statewide test. Impact analyses with 231 teachers yielded statistically significant positive impacts of CASL on teacher knowledge of assessment and the frequency of student involvement in classroom assessment. No statistically significant impacts were found on teachers' assessment practice. CASL implementation fidelity was below the CASL developer recommendations. Findings suggest potential of CASL for improving teacher outcomes. 相似文献
15.
Jo?o Pedro da Ponte 《Journal of Mathematics Teacher Education》2012,15(4):317-327
This article presents the extended workshop, a national professional development programme that was used in the preparatory stages of the introduction of a new mathematics curriculum for basic education (grades 1–9) in Portugal. These workshops are based on five major ideas—orientation towards practice, focus on students’ learning, collaboration, practitioner research, and change of professional culture. The evaluation shows that these workshops constituted a stimulating professional development setting that encouraged teachers to reflect about classroom practice and students’ learning and was quite successful in supporting an overall movement favourable to the orientations of the new curriculum. 相似文献
16.
Annika Lena Hondrich Silke Hertel Katja Adl-Amini Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2016,23(3):353-376
The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success. 相似文献
17.
A random sample of 22 Year 4 teachers in mathematics from a middle-sized Swedish municipality participated in a teacher professional development programme in formative assessment. The content of the programme was formative assessment conceptualised as a unity of different, integrated strategies. The study examines the effects on student achievement of the changes in the teachers’ formative classroom practice that followed the professional development input. Results show that, after controlling for pretest scores, the classes in the intervention group significantly outperformed the classes in the control group in a posttest administered one school year after the end of the programme (p = 0.036, d = 0.66). The study contributes to the understanding of under-studied areas of the impact of professional development in formative assessment, and the impact of teacher practice based on formative assessment conceptualised as a unity of different formative assessment strategies. 相似文献
18.
Teachers and researchers in the field of educational assessment have a strong professional interest in evaluating practices that constitute effective educational assessment at the classroom level. In pursuing these goals it is fundamental for teachers and pupils to grow in a community of shared practice where nothing in the assessment process is hidden and students become assessors of their own learning. The challenge for students and teachers within present-day classrooms is understanding and learning how these communities are created. This paper is based on action research carried out to investigate our own teaching of the subject of assessment at postgraduate level. The focus of the research was to integrate current research evidence within educational assessment into our own professional practice. Such research suggests that to improve learning and indeed teaching, educational assessment must be formative in both function and purpose and must put the student at the centre of the assessment process. The paper describes the processes and procedures by which common meanings of published criteria and assessment quality for masters level coursework held by one community of assessors were shared and interpreted by students to enable them to articulate their own learning through student-self assessment. 相似文献
19.
Jerome De Lisle 《Assessment in Education: Principles, Policy & Practice》2015,22(1):79-103
Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven evaluation (TDE) used a mixed methods research design to interrogate the nature of CA practice. The focus was on stakeholders’ understanding and practice of formative assessment in the CA Programme (CAP) of Trinidad and Tobago. The integrated findings suggest that the programme planners’ formative intent was often not fulfilled. Instead, teachers routinely recorded assessment marks without using the data. There is evidence that formative assessment practice was not congruent with teachers’ pedagogical beliefs and practices. Although the design of CA schemes suggests the possibility of synergy between formative and summative purposes, in reality this ideal is rarely achieved in these particular contexts. 相似文献
20.
Formative assessment has been recognized as an essential element of effective classroom practice; as a result, teachers are increasingly required to create formative assessments for their classrooms. This study examines data drawn from a long-term, site-based professional development program that supported a department of biology teachers in the iterative design and enactment of common formative assessment tools. We analyze teacher conversations to understand how teachers collaborated to design formative assessments. Results indicate that when teachers attended to problems of practice related to teaching evolution, increased transparency in their talk helped build consensus about the design of formative assessment tools. These results highlight the importance of encouraging transparency in teacher dialog when they are engaged in collaborative design of formative assessments. 相似文献