scholarly journals Understanding teacher knowledge of the use of assessment for learning in the context of homework

2011 ◽  
Author(s):  
◽  
Daren Harris
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Teacher Perceptions ◽  
Student Attitudes ◽  
Teacher Perception ◽  
Assessment Tool ◽  
Future Research ◽  
Assessment Practice ◽  
Teacher Understanding ◽  
Before And After

The researcher conducted a qualitative study to develop a deeper understanding of teacher perceptions use, and understanding of homework as a formative assessment tool. The work of Black et al. (2004), Moss and Brookhart (2009), Stiggins et al. (2006) provided a lens to improve understanding of formative assessment. Cooper (2007), Kohn (2006), and Vatterott (2009) provided a lens to improve understanding of homework. Participants were teachers from three Midwestern high schools in one Midwestern state. Data were collected from focus group interviews, an online open-ended survey, and document analysis. All segments of the participants identified three categories as related to perception, use, and understanding homework as a formative assessment tool: teacher perception of the purpose of homework, the uses of homework as part of classroom assessment practice, and teacher understanding of homework as a formative assessment tool. The findings of this study have implications for teachers and administrators. One of the findings of this study was teachers formulate their perception of homework on assumptions embedded in educational culture. The other important finding was the lack of understanding of formative assessment and homework as formative assessment. Implications for future practice include recommendations for school leaders to take the lead in providing organizational learning, utilize the principles of transformational leadership, and be a provider of professional development in the areas of assessment. Implications for future research include recommendations for gaining an understanding of teacher attitudes before and after professional development in assessment, how effective change is achieved in the area of assessment, and student attitudes toward education in classroom which employ formative assessment versus those who do not.

Teachers’ response to a challenge to change: A portrait of teacher resilience to a professional development program

2021 ◽  
pp. 175774382110526
Author(s):  
Siti M Tamah ◽  
Johannes VD Wirjawan
Keyword(s):  
Professional Development ◽  
High School ◽  
Formative Assessment ◽  
High School Teachers ◽  
Educational Innovation ◽  
Development Program ◽  
Assessment Practice ◽  
Continuous Development ◽  
School Teachers ◽  
Teacher Resilience

Teachers’ learning in keeping abreast of groundbreaking instructional techniques is crucial for their continuous development of which the ultimate goal is meaningful learning for students. However, research on the extent teachers respond to the demand to change especially on their assessment practice is limited. This study investigated teachers’ resilience on a new educational innovation on formative assessment which is group oriented. The study engaged a cohort of 100 high school teachers joining a professionalism-related seminar and workshop for the expected change. The data were collected from a set of individual questionnaire. Mowbray’s insight on process of reacting to events was employed to analyse the data projected to describe the teachers’ resilience on an innovative assessment practice. The findings indicated teachers revealed resilience to a certain extent on the innovative assessment practice. The majority were open to the challenge to change; it is the novice teachers who revealed the greatest resilience.

scholarly journals TEACHERS’ AWARENESS AND UNDERSTANDING OF STUDENTS’ CONTENT KNOWLEDGE OF GEOMETRIC SHAPES

2020 ◽  
Vol 78 (5) ◽  
pp. 777-798
Author(s):  
Balli Lelinge ◽  
Christina Svensson
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Lesson Study ◽  
Three Dimensional ◽  
Future Research ◽  
Mathematical Education ◽  
Topic Area ◽  
Geometric Shapes ◽  
Before And After ◽  
Post Test

Few research studies have been conducted in a primary school in early mathematical education about the teaching of geometry. This research aims to contribute with knowledge of how teachers’ awareness and understanding of necessary conditions to enhance students’ abilities to discern two- and three-dimensional shapes develop. In this research, qualitative methods were used to analyse data from a lesson study in grade 4 in the subject of mathematics. Data were primarily collected through audio-recorded conversations with teachers before and after the lesson, and the results of students’ pre- and post-test. The results of this research showed increased awareness of using collaboration opportunities to apply professional classroom instructions and activities to enhance students’ knowledge of two- and three-dimensional shapes. This research elucidates how the practice-based professional development approach emphasised the teachers’ teaching targets for understanding students’ content knowledge of geometric shapes. Additionally, the result highlighted teachers’ awareness and understanding of the challenges students face in learning about three-dimensional shapes from two-dimensional representations. Future research should develop a more iterative and revised research lesson design to develop more powerful content knowledge and classroom activity in this topic area. Keywords: early mathematics education, geometric shapes, practice-based professional development, lesson study

scholarly journals Network Analysis of Survey Data to Identify Non-Homogeneous Teacher Self-Efficacy Development in Using Formative Assessment Strategies

2020 ◽  
Vol 10 (3) ◽  
pp. 54
Author(s):  
Jesper Bruun ◽  
Robert Harry Evans
Keyword(s):  
Formative Assessment ◽  
Self Efficacy ◽  
Research Question ◽  
Future Research ◽  
Assessment Practices ◽  
Before And After ◽  
Teacher Researcher ◽  
Working Groups ◽  
Individual Self ◽  
Assessment Strategies

In a European project about formative assessment, Local Working Groups (LWGs) from six participating countries made use of a format for teacher-researcher collaboration. The activities in each LWG involved discussions and reflections about implementation of four assessment formats. A key aim was close collaboration between teachers and researchers to develop teachers’ formative assessment practices, which were partially evidenced with changes in attributes of self-efficacy. The research question was: to what extent do working with formative assessment strategies in collaboration with researchers and other teachers differentially affect individual self-efficacy beliefs of practicing teachers across different educational contexts? A 12-item teacher questionnaire, with items selected from a commonly used international instrument for science teaching self-efficacy, was distributed to the participating teachers before and after their work in the LWGs. A novel method of analysis using networks where participants from different LWGs were linked based on the similarities of their answers, revealed differences between empirically identified groups and larger super groups of participants. These analyses showed, for example, that one group of teachers perceived themselves to have knowledge about using formative assessment but did not have the skills to use it effectively. It is suggested that future research and development projects may use this new methodology to pinpoint groups, which seem to respond differently to interventions and modify guidance or instruction accordingly.

scholarly journals PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

2015 ◽  
Vol 65 (1) ◽  
pp. 28-38
Author(s):  
Andrea C. Burrows
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teacher Perception ◽  
Science Technology ◽  
Teacher Professional ◽  
Systemic Nature ◽  
And Mathematics ◽  
K 12 ◽  
Academic Year

While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs, the author focuses on the larger system that supports the PDs. As such, this research study focuses on the PD results, but also on the explanation of the systemic nature of the PDs studied. Partnerships, including building of relationships, are explored in that system. In this mixed methods study of two K-12 teacher PDs (n=31 and 19 total PD days), conducted in the western United States, the author utilizes quantitative and qualitative data collection methods to reinforce quality PD practices and suggested strategies. Results indicate that 90% of the K-12 teachers were highly engaged in the STEM content and partnership building. Pre to post K-12 teacher perception scores regarding astronomy use in STEM content courses showed noteworthy improvement from 16% to 84%. Furthermore, K-12 teacher perceptions regarding creation of partnerships and collaborations rose from 26% to 90%. Other findings showcase themes of reflection, collaboration, STEM integration, and inquiry as well as a need for partnership building time. Overall, when the K-12 teachers worked together in a structured PD over an academic year (2014-2015) for a selection of 19 days (13 summer days and 6 Saturdays during the academic year) partnerships were formed and provided added organization for the PD system. Faculty/PD team communications and continuous K-12 teacher support were also critical factors for systemic PD success. Access to K-12 teacher created lesson plans that use astronomy as a vehicle for STEM lessons can be accessed free of charge at the following websites: http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/ Key words: teacher professional development, systemic nature, partnership, reflection, inquiry.

A Randomized Waitlist Controlled Analysis of Team-Initiated Problem Solving Professional Development and Use

2018 ◽  
Vol 43 (4) ◽  
pp. 444-456 ◽  
Author(s):  
Robert H. Horner ◽  
James S. Newton ◽  
Anne W. Todd ◽  
Bob Algozzine ◽  
Kate Algozzine ◽  
...  
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Problem Solving ◽  
Behavioral Interventions ◽  
Controlled Trial ◽  
Future Research ◽  
Team Members ◽  
Professional Development Workshop ◽  
Positive Behavioral Interventions ◽  
Before And After

Data-based problem solving is a hallmark of research-supported practices such as positive behavioral interventions and supports. In this study, we provided members of positive behavioral interventions and supports (PBIS) teams from 38 elementary schools with professional development focused on a research-supported problem-solving model (Team-Initiated Problem Solving). We used direct observations to document procedures, practices, and outcomes before and after participating in the professional development workshop. Within the context of a randomized waitlist controlled trial, team members in the Immediate Group demonstrated greater improvement in (a) problem-solving procedures, (b) decision-making practices, and (c) meeting outcomes than did members of PBIS teams in the Waitlist Group. Our findings extend what is known about team-based problem solving and provide a framework for future research and improved practice related to decision making by school teams.

scholarly journals Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

2016 ◽  
Vol 4 (1) ◽  
pp. 160 ◽  
Author(s):  
Nguyen Thi Do Quyen ◽  
Ahmad Zamri Khairani
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Development Program ◽  
Formative Assessments ◽  
Future Research ◽  
Development Programs ◽  
Asian Countries ◽  
Future Studies ◽  
Inadequate Knowledge ◽  
Micro Level

This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso- and macro- level) based on Kozma’s model, which examines contextual factors influencing teachers’ classroom instructional practice as well as inherent disadvantages of formative assessment, namely, being time-consuming and demanding a heavy workload. The findings showed that the majority of challenges were on the micro and macro-levels, and were basic formative assessment disadvantages. Significantly, 80 percent of the studies reviewed reported inadequate knowledge of formative assessment among teachers at the micro-level. This is a vital issue for future research on formative assessment in Asian countries and highlights the need to draw more attention to training teachers through effective professional development programs. Future studies in this area should focus on practical formative assessment activities to reconcile formative assessment theories within the Asian culture and conditions.

Using the AMC Anywhere Web-Based Assessment System to Examine Primary Students' Understanding of Number Sense

2015 ◽  
pp. 365-377 ◽  
Author(s):  
Christie Sullivan Martin ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Lesson Planning ◽  
Assessment System ◽  
Primary Students ◽  
Web Based ◽  
Mathematics Classrooms ◽  
Cyclical Process ◽  
Kindergarten Classroom

This chapter discusses how technology can be used to support formative assessment in primary grades mathematics classrooms. There is a specific focus on how technology can assist teachers in conducting formative assessment, how technology may be used to better understand the data produced from regularly engaging in this type of assessment, and how teachers use the data to individualize lesson planning to increase student learning. The chapter specifically examines the Assessing Mathematics Concepts (AMC) Anywhere Web-based assessment tool. This chapter describes a composite kindergarten classroom. This example is intended to illustrate the entire cyclical process of assessing students, analyzing data, and planning and implementing instruction based on the data. The chapter concludes with a discussion and implications for professional development and future instruction.

Embedding Formative Assessment in the Mathematics Classroom Through Writing, Discourse, and the Use of Digital Tools

2020 ◽  
pp. 194-205
Author(s):  
Christie Sullivan Martin ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Mathematics Classroom ◽  
Classroom Teacher ◽  
Development Project ◽  
Instructional Materials ◽  
Assessment Process ◽  
Instructional Decisions ◽  
Ongoing Support

Formative assessment in mathematics involves a multi-faceted process of determining what data to collect, collecting data, analyzing data, and interpreting data to make and implement future instructional decisions. In this chapter we describe two separate efforts; one where the first author served a classroom teacher and used various writing activities in the process of formative assessment, and one where hundreds of teachers in North Carolina completed a year-long professional development project focused on the use of the digital formative assessment tool, AMC Anywhere, and related instructional materials. Implications for these projects include a need to provide ongoing support in all aspects of the formative assessment process so that teachers see each aspect as part of a larger picture.

scholarly journals Developing a valid and reliable assessment on knowledge translation in the continuing professional development (CPD) of health professionals

2018 ◽  
Author(s):  
Irvin L Ong ◽  
Michael Joseph S Diño ◽  
Maria Minerva P Calimag ◽  
Fe A Hidalgo
Keyword(s):  
Professional Development ◽  
Knowledge Translation ◽  
Health Professionals ◽  
Assessment Tool ◽  
Healthcare Providers ◽  
Continuing Professional Development ◽  
Healthcare Outcomes ◽  
Internal Reliability ◽  
Area Of Interest ◽  
Before And After

Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes was utilized in crafting the 20-item IRV-KT tool. This instrument identified knowledge creation and action as essential KT constructs. Using a one-group post-posttest pre-experimental design, the KT competency was assessed in 3 moments (i.e. before and after CPD event and if in a lecture). Health professionals who successfully completed a CPD program using alternative teaching approaches were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool revealed a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive large validity coefficients (r > 0.35, p < 0.05) in all segments. Discussion The study practically produced reflective assessment tool to assess validly and reliability KT learning in a CPD. IRV-KT is seen to guide curriculum process of CPD programs to bridge learning and healthcare outcomes.

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