Download or read book An English Teacher s Formative Assessment Perceptions and Practices written by Maria-Lourdes Lira G. and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the last twenty years, assessment practices for improving student learning (i.e., self-assessment, peer assessment, feedback) in the classroom has been considered as essential (Black & Wiliam, 1998; Harlen & Winter, 2004; van de Watering & van der Rijt, 2006). In the field of second language learning, however, research in this area is quite limited. In order to address this gap, an exploratory research, based on Colby-Kelly and Turner's (2007) and Lyster and Ranta's (1997)studies has been conducted . The general objective was to understand how formative assessment is practiced in two Intermediate Oral English courses at the Universite de Montreal and to compare how these practices are perceived and performed by the teacher and the students. Three research questions were pursued: 1. What is the nature of formative assessment in a second language classroom setting? 2. Do the teacher's assessment practices reflect what she thinks about formative assessment? 3. What are the coincidences and differences between teacher's perceptions and her students' perceptions regarding the benefits of formative assessment for learning English?"

Download or read book A Teacher s Formative Assessment Perceptions and Practices in Oral Intermediate English Courses at the Universit de Montr al written by Maria Lourdes Lira Gonzales and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of Formative Assessment Practices in the English Language Classroom Within the Hong Kong Context written by 何思穎 and published by . This book was released on 2014 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Formative Assessment written by Margaret Heritage and published by Corwin Press. This book was released on 2021-08-18 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: Develop the knowledge and skills needed for successful formative assessment Formative assessment is a process used by teachers and students to keep learning moving forward. In the 10 years since the first edition of Formative Assessment was published, the practice has become a mainstay in classrooms, but that does not mean that it is easy. Education expert Margaret Heritage walks readers through every step of implementation and offers numerous examples that illustrate formative assessment practices across a range of subjects and grade levels. She explains how to articulate learning progressions, goals, and success criteria; select assessment strategies and provide quality feedback; engage students in self-assessment and self-management; and create an environment that values feedback as part of the learning process. Based on the latest research, this second edition addresses: College and career readiness standards, Common Core State Standards, and Next Generation Science Standards Equity and individual learning needs Discipline-based and student-centered formative assessment Social and emotional learning Written for teachers and those who support them, this book will help all educators develop the skills necessary to get students on the path to success.

Download or read book Formative Assessment written by Margaret Heritage and published by Corwin Press. This book was released on 2010-07-15 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Formative assessment has changed the culture of my classroom. This book provides a straightforward approach to uncovering what my students know, what they still need to learn, and how to use assessment as a tool for learning instead of evaluating." —Shawn Morgan, Math Instructional Support Teacher Syracuse City School District, NY "Heritage clearly defines the process of formative assessment and uses real classroom applications to turn theory into practice. The reflection questions at the end of each chapter make this book an easy resource to implement in collaboration with colleagues, as well as a tool for self-assessment." —Amanda Whitehead, Principal Fouke Middle School, AR A practical, in-depth guide to implementing formative assessment in your classroom! Formative assessment allows teachers to identify and close gaps in student understanding and move learning forward. Now this research-based book helps educators develop the knowledge and skills necessary to successfully implement formative assessment in the classroom. Margaret Heritage walks readers through every step of the process and offers specific examples to illustrate the implementation of formative assessment across a range of subject areas and grade levels. This book explains how to: Clearly articulate learning progressions, learning goals, and success criteria Select strategies for assessment and provide quality feedback Engage students in self-assessment and self-management Create a classroom environment that values feedback as part of the learning process With guidance for school administrators who want to promote schoolwide implementation, Formative Assessment helps educators effectively target their teaching and improve learning for all students!

Download or read book Teachers Perceived Understanding of Formative Assessment and how this Understanding Impacts Their Own Classroom Instruction written by Melanie K. Brink and published by . This book was released on 2017 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Formative Assessment Improving Learning in Secondary Classrooms written by OECD and published by OECD Publishing. This book was released on 2005-01-25 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study features a collection of eight case studies of exemplary cases from secondary schools as well as international literature reviews and policy analysis related to formative assessment.

Download or read book Improving Formative Assessment Practice to Empower Student Learning written by E. Caroline Wylie and published by Corwin Press. This book was released on 2012-02-24 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Supercharge your formative assessment skills and watch student learning soar! Teachers routinely ask and answer a series of three questions with and for students: Where are my students headed? Where are they right now? How can I close the gap between where they are and where I want them to be? This text suggests that teachers also ask these parallel questions of themselves: Where am I going? What can formative assessment practice look like? Where am I currently in my formative assessment practice? How do I close the gap? Readers are then encouraged to select a specific aspect of formative assessment to investigate, explore relevant personal practice relevant to that aspect, implement necessary changes, reflect on those changes, and continue the change process. This practical guide can be used by individual teachers or collaboratively as a study guide for a learning community. The authors describe an effective four-step process for improving teachers′ formative assessment practices that provides opportunities to reflect, consider alternative instructional approaches, and apply what they have learned. Case studies provide examples of formative assessment in practice, along with examples of teacher-implemented changes. A companion website includes an array of tools and templates for organizing, gathering, and systematically using information to strengthen formative assessment skills. This practical guide can be used by individual teachers or collaboratively as a study guide for a learning community. Case studies provide examples of formative assessment in practice, along with examples of teachers implementing changes in their practice. A companion website includes an array of tools and templates for organizing, gathering, and systematically using information to strengthen formative assessment skills.

Download or read book Formative Assessment for Literacy Grades K 6 written by Alison L. Bailey and published by Corwin Press. This book was released on 2008-03-13 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grounded in research and practice, this resource shows elementary teachers how to use formative assessment to build students' language and literacy skills across the curriculum.

Download or read book The Missing Paradigm of Teachers Formative Assessment Knowledge written by Gulzar Kanji and published by . This book was released on 1998 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of Formative Assessment and the Factors Contributing to Those Perceptions written by Helene B. White and published by . This book was released on 2014 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study investigated teachers' perceptions of formative assessment and the factors contributing to those perceptions. Twenty-six teachers from four southeastern Pennsylvania school districts provided the data for this study. Participants responded to Likert scale survey questions and open ended questions. In addition, the perceptions of seven teachers selected from those who volunteered to participate in a personal interview were considered. The survey results revealed that a majority of the participants shared a common understanding of formative assessment, had the ability to conduct formative assessment practices in their classrooms on a daily basis, and benefitted from sharing techniques with their colleagues and learning ideas from those who had been through workshop training. Overall, the majority of teachers supported the use of formative assessment in concept and practice. However, the findings also identified challenges regarding whether or not teachers are being provided with useful training in assessment techniques and whether or not time constraints impede the application of these techniques in the classroom.

Download or read book Teacher Perceptions of Formative Assessments on Student Learning in K 12 Classrooms written by Stacey Leigh Robinson and published by . This book was released on 2019 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: A mixed methods design was utilized to examine teacher perceptions of formative assessments and its impact on student motivation. Teachers from 32 public schools in a southeastern school district were invited to participate in a formative assessment survey using a Likert scale to share their perceptions of their understanding and use of formative assessments in the classroom. The survey and interview items addressed teachers’ own self-efficacy values as they relate to their implementation of formative assessments and their relationship with motivating students to learn. Data analysis indicated most teachers had a strong understanding of formative assessments, but some of their responses showed they confused formative assessments with summative assessment measures. Although most of the participating teachers indicated they shared learning goals with their students, some of the data showed the learning goals were directly related to proficiency goals on state-mandated tests. Additionally, teachers who had established protocols for self-assessment practices in their classroom did not include one form of self-assessing with students actually grading their own work. Finally, even though half of the teachers interviewed stated formative assessment practices had the greatest impact on motivating their students to learn, the other half of the teachers contributed it to other factors. Based on the findings of the research study from the district data, recommendations, professional development needs, and ideas for future research needs were identified and shared in detail.

Download or read book Formative Assessment in Practice written by Margaret Heritage and published by Harvard Education Press. This book was released on 2013-03-01 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: Margaret Heritage presents a practical guide to formative assessment as a process of “inquiry and action” essential to twenty-first century learning. In the wake of the development of the Common Core standards and the effort to develop the appropriate assessments to accompany them, formative assessment has attracted increasing attention from policy makers and practitioners alike. Yet this powerful and promising approach is often applied in ways that fail to capture its potential for improving student learning. In her book, Margaret Heritage presents a practical guide to formative assessment as a process of “inquiry and action” essential to twenty-first century learning. Heritage’s approach is distinctive in that it is grounded in a “children’s rights” framework—that is, the belief that assessment should be in the best interest of all students, that students should be involved in the decisions that ensue from assessment use, and that opportunities to learn, progress, and succeed will be available to all children equally. Accordingly, she addresses the students’ own role in learning about themselves as learners and examines the classroom as a community of practice. The book also includes chapters on learning progressions and the policy contexts that support formative assessment. Skillfully interweaving theory and practice, this book promises to be an invaluable resource for teachers, teacher educators, and those interested in the academic and policy aspects of assessment.

Download or read book Handbook of Formative Assessment written by Heidi Andrade and published by Routledge. This book was released on 2010-04-02 with total page 501 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this handbook is to comprehensively profile this burgeoning field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years. Key features include: Comprehensive – nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments. Integrative – thoughtful attention is given to the integration of large-scale and classroom assessments. Practical – provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction. Global – provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems. Accessible Style – although grounded in the latest research, the book’s style and tone has been carefully crafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for researchers in teacher preparation, educational administration, and educational policy studies.

Download or read book Formative Assessment Practices in a Linguistically and Culturally Diverse Elementary Classroom written by Xuexue Yang and published by . This book was released on 2021 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increased numbers of emergent bilinguals (EBs) in mainstream classrooms demand that teachers employ high leverage practices for all students. One powerful teaching practice that holds promise for supporting all students is formative assessment. However, little attention has been given to the connection between teachers' assessment expertise, formative assessment practices, and supporting all student learning. Drawing on formative assessment from a sociocultural perspective and Lyon's (2013a) Conceptualization Framework of Teacher's Assessment Expertise, this qualitative study adopts a single case study design (Yin, 2003), examining an elementary teacher's daily formative assessment practices in her fifth-grade mathematics classrooms. This study aims to uncover the nature of formative assessment practices in classrooms, the teacher's beliefs about challenges that EBs may encounter, her corresponding support to EBs, as well as the alignment between the teachers' beliefs, formative assessment practices, and EBs' perception of their learning needs. Multiple data sources were collected: classroom observations, interviews with the teacher (i.e., Mrs. G) with EBs, and artifacts. Findings in this study are organized based on research questions. The first findings chapter focuses on the nature of Mrs. G's formative assessment practices. Findings revealed that discourse is an essential part of formative assessment practices in Mrs. G's math class. During the enactment of discursive formative assessment, Mrs. G places great value on having a classroom culture that prioritizes student ideas. Two practices emerged as she enacted discursive formative assessment: (1) communicating and clarifying learning targets and (2) eliciting and responding to student ideas. Yet, there seemed a large range regarding how Mrs. G presented learning targets and elicited student thinking. The first findings chapter illustrates the relationships between the higher and lower level of formative assessment practices, and how these practices align with Mrs. G's value on creating the classroom culture that foregrounds students' ideas.The second findings chapter is organized to answer the second set of research questions. Findings revealed instances of both alignment and misalignment among Mrs. G's formative assessment practices, beliefs, and EBs' perception of their learning needs. There are three emerging themes as to the construct of alignment: (1) alignment between Mrs. G's beliefs of discourse in formative assessment and EBs' perceptions; (2) alignment of Mrs. G's beliefs and practices on scaffolding for EBs and EBs' perceptions; and (3) alignment between Mrs. G's beliefs of the barriers that EBs may encounter and EBs' perceptions. Concerning the pattern of misalignment among Mrs. G's formative assessment practices, beliefs, and EB's perceptions, there are two emerging themes: (1) misalignment between supports that Mrs. G felt she provided to EBs and her actual implementation; (2) a tension between Mrs. G's beliefs of instruction for all students and EBs' needs in differentiation. Instances of the alignment and misalignment are presented.Drawing on findings in this study, I discuss six themes and claims that I find significant and connected to researchers and educators who are interested in formative assessment and working with EBs. This study can add to conversations on the implementation of formative assessment within linguistically and culturally diverse classrooms and best practices for EBs.

Download or read book Making Formative Assessment Work written by Kathy Hall and published by McGraw-Hill Education (UK). This book was released on 2004-04-16 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: “Hall and Burke acknowledge that formative assessment is hard work. But they make clear that the benefits far outweigh the disadvantages… They neatly divide it into bite-sized chapters, with each building neatly on the one before - [this book] is easily accessible to the reader.” BJET This book explains and exemplifies formative assessment in practice. Drawing on incidents and case studies from primary classrooms, it describes and analyses how teachers use formative assessment to promote learning. It argues the case for formative assessment with reference to sociocultural perspectives on learning and it examines this in the context of current assessment policy. Themes addressed in the various chapters include feedback, the power and roles of learners and teachers in formative assessment; self and peer assessment; and sharing success criteria with learners. Individual chapters explore formative assessment in: literacy, numeracy, art, science,and history. In addition there are two chapters on formative assessment in the early years. Making Formative Assessment Work provides teachers, student teachers, teacher educators and researchers with a sophisticated grasp of issues in formative assessment and how they relate to the improvement of pupil learning.

Download or read book Formative Assessment in the Disciplines written by Margaret Heritage and published by . This book was released on 2020 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Heritage and Wylie outline a framework for helping teachers develop and extend their competency in enacting discipline-based formative assessment practices across the continuum of preservice and professional learning"--