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Formative Assessment as a Catalyst: ...

Tibbitt, Julie Suzanne.

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Formative Assessment as a Catalyst: Teachers and Administrators on Formative Assessment with Deaf Learners = = EVALUACION FORMATIVA COMO CATALIZADOR: PROFESORES Y ADMINISTRADORES DE EVALUACION FORMATIVA CON APRENDICES SORDOS.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Formative Assessment as a Catalyst: Teachers and Administrators on Formative Assessment with Deaf Learners =/
Reminder of title:	EVALUACION FORMATIVA COMO CATALIZADOR: PROFESORES Y ADMINISTRADORES DE EVALUACION FORMATIVA CON APRENDICES SORDOS.
Author:	Tibbitt, Julie Suzanne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	159 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28085971
ISBN:	9798662591110

Formative Assessment as a Catalyst: Teachers and Administrators on Formative Assessment with Deaf Learners = = EVALUACION FORMATIVA COMO CATALIZADOR: PROFESORES Y ADMINISTRADORES DE EVALUACION FORMATIVA CON APRENDICES SORDOS.
Tibbitt, Julie Suzanne.

Formative Assessment as a Catalyst: Teachers and Administrators on Formative Assessment with Deaf Learners =EVALUACION FORMATIVA COMO CATALIZADOR: PROFESORES Y ADMINISTRADORES DE EVALUACION FORMATIVA CON APRENDICES SORDOS. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 159 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ph.D.)--Gallaudet University, 2020.

This item must not be sold to any third party vendors.

Deaf and hard of hearing learners who are linguistically deprived are at risk for considerable academic gaps. Formative assessment is an effective but underutilized tool for teachers to address some of these gaps in the classroom. Administrators are critical decision-makers in determining educators' use of formative assessment with their deaf and hard of hearing pupils. A qualitative constructivist grounded theory study was conducted to explore their perspectives regarding the use and application of formative assessment among educators and administrators. Results grounded in theory describe these perceptions and suggest implications for future research and practice.

ISBN: 9798662591110Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Constructivist Grounded Theory

Formative Assessment as a Catalyst: Teachers and Administrators on Formative Assessment with Deaf Learners = = EVALUACION FORMATIVA COMO CATALIZADOR: PROFESORES Y ADMINISTRADORES DE EVALUACION FORMATIVA CON APRENDICES SORDOS.
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245 1 0 $a Formative Assessment as a Catalyst: Teachers and Administrators on Formative Assessment with Deaf Learners = $b EVALUACION FORMATIVA COMO CATALIZADOR: PROFESORES Y ADMINISTRADORES DE EVALUACION FORMATIVA CON APRENDICES SORDOS.
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300 $a 159 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
500 $a Advisor: Mangrubang, Fred.
502 $a Thesis (Ph.D.)--Gallaudet University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Deaf and hard of hearing learners who are linguistically deprived are at risk for considerable academic gaps. Formative assessment is an effective but underutilized tool for teachers to address some of these gaps in the classroom. Administrators are critical decision-makers in determining educators' use of formative assessment with their deaf and hard of hearing pupils. A qualitative constructivist grounded theory study was conducted to explore their perspectives regarding the use and application of formative assessment among educators and administrators. Results grounded in theory describe these perceptions and suggest implications for future research and practice.
520 $a Los estudiantes sordos y con problemas de audicion que tienen dificultades linguisticas corren el riesgo de tener brechas academicas considerables. La evaluacion formativa es una herramienta efectiva pero poco utilizada para que los maestros aborden algunas de estas brechas en el aula. Los administradores son decisivos para determinar el uso que los educadores hacen de la evaluacion formativa con sus alumnos sordos y con problemas de audicion. Se realizo un estudio teorico constructivista de base cualitativa para explorar sus perspectivas con respecto al uso y la aplicacion de la evaluacion formativa entre educadores y administradores. Los resultados basados en la teoria describen estas percepciones y sugieren implicaciones para futuras investigaciones y practicas.
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653 $a Deaf Education
653 $a Formative Assessment
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