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Implementation of formative assessme...

Burns, Rosemary.

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Implementation of formative assessment strategies as perceived by high school students and teachers: Professional development implications.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Implementation of formative assessment strategies as perceived by high school students and teachers: Professional development implications./
Author:	Burns, Rosemary.
Description:	231 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1252.
Contained By:	Dissertation Abstracts International71-04A.
Subject:	Education, Evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398377
ISBN:	9781109714012

Implementation of formative assessment strategies as perceived by high school students and teachers: Professional development implications.
Burns, Rosemary.

Implementation of formative assessment strategies as perceived by high school students and teachers: Professional development implications. - 231 p.

Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1252.

Thesis (Ed.D.)--Johnson & Wales University, 2010.

The purpose of this research study was to investigate the level of implementation of formative assessment strategies among Rhode Island high school teachers and students in three districts. Furthermore, the research analyzed the relationship of the disciplines taught, the amount and kinds of professional development teachers had, and district urbanicity relative to their levels of implementation of formative assessment strategies.

ISBN: 9781109714012Subjects--Topical Terms:

1669638
Education, Evaluation.

Implementation of formative assessment strategies as perceived by high school students and teachers: Professional development implications.
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020 $a 9781109714012
035 $a (UMI)AAI3398377
035 $a AAI3398377
040 $a UMI $c UMI
100 1 $a Burns, Rosemary. $3 1673368
245 1 0 $a Implementation of formative assessment strategies as perceived by high school students and teachers: Professional development implications.
300 $a 231 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1252.
500 $a Adviser: Ralph Jasparro.
502 $a Thesis (Ed.D.)--Johnson & Wales University, 2010.
520 $a The purpose of this research study was to investigate the level of implementation of formative assessment strategies among Rhode Island high school teachers and students in three districts. Furthermore, the research analyzed the relationship of the disciplines taught, the amount and kinds of professional development teachers had, and district urbanicity relative to their levels of implementation of formative assessment strategies.
520 $a Formative assessment is a bidirectional process between teacher and student to enhance, recognize, and respond to the learning. It is the opportunity for students to address what they are expected to know and do in a manner that is similar to how they will be assessed (Black & Wiliam, 1998a). Traditionally, teachers instruct a variety of content based skills and knowledge and conclude with a test. By implementing formative assessment strategies, teachers can revise their instruction accordingly, and students are provided scaffolded opportunities to construct their own process for learning. The literature suggests that when teachers implement formative assessment strategies, students have greater opportunities to demonstrate high levels of achievement (OECD, 2005).
520 $a A concurrent mixed methods design was used to survey high school teachers (N = 137) and students (N = 129) in three school districts: urban, suburban, and urban-ring. Focus group interviews with volunteer students (n = 23) and teachers (n = 19) provided depth of understanding to the relationship between each group's perception of implementation.
520 $a The results of a t test found significant difference between students and teachers regarding teacher modification of instruction when students are struggling. Students reported that implementation occurs sometimes (M = 2.47, SD = .92), while teachers reported that they almost always change their instructional practice ( M = 3.67) and with strong agreement among themselves (SD = .57). A large effect size was calculated (d = 1.57). Correlational analysis results showed a significant positive relationship between teachers use of feedback strategies and the amount of professional development received on this same topic (r = .25, r2 = .13, p < .01). A medium effect size was calculated (r2 = .13). In this case, the positive relationship is to a relatively low level of implementation (M = 2.66, SD = .81). Qualitative information corroborated quantitative data.
520 $a Recommendations to national, state, and local education institutions included strategies to incorporate formative assessment within a balanced assessment system and substantial and ongoing professional development for teachers to support its implementation.
590 $a School code: 1346.
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0443
690 $a 0533
690 $a 0727
710 2 $a Johnson & Wales University. $b Education. $3 1022587
773 0 $t Dissertation Abstracts International $g 71-04A.
790 1 0 $a Jasparro, Ralph, $e advisor
790 1 0 $a Gable, Robert $e committee member
790 1 0 $a Canole, Mary $e committee member
790 1 0 $a Hess, Karin $e committee member
790 $a 1346
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398377