Teachers Views on Conducting Formative Assessment within Contemporary ClassroomsReport as inadecuate




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Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010)

Using a focus group format, 20 teachers working in elementary and secondary schools were interviewed from 2 school districts in southern Ontario, Canada about their understanding and use of formative assessment. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggested an imbalance in the use of formative assessment methods associated with improvements in student learning and achievement. Many teachers noted difficulties in utilizing self- and peer assessment within their classrooms. The discussion focuses on the implications for transforming classroom practice and outlines factors necessary to facilitate a balanced assessment approach.

Descriptors: Secondary School Teachers, Formative Evaluation, Foreign Countries, Teacher Attitudes, Evaluation Methods, Interviews, Elementary School Teachers, Peer Evaluation, Self Evaluation (Individuals), Faculty Development





Author: Volante, Louis; Beckett, Danielle; Reid, Joanne; Drake, Susan

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1129&id=ED509293







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