Teacher perspectives about using formative assessment
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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Teacher perspectives about using formative assessment. / Evans, Robert Harry; Clesham, Rose; Dolin, Jens; Hošpesová, Alena; Jensen, Sofie Birch; Nielsen, Jan Alexis; Stuchlíková, Iva; Tidemand, Sofie; Žlábková, Iva.
Transforming assessment: Through an interplay between practice, research and policy. ed. / Jens Dolin; Robert Evans. Springer, 2018. p. 227-248 (Contributions from Science Education Research, Vol. 4).Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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TY - CHAP
T1 - Teacher perspectives about using formative assessment
AU - Evans, Robert Harry
AU - Clesham, Rose
AU - Dolin, Jens
AU - Hošpesová, Alena
AU - Jensen, Sofie Birch
AU - Nielsen, Jan Alexis
AU - Stuchlíková, Iva
AU - Tidemand, Sofie
AU - Žlábková, Iva
PY - 2018
Y1 - 2018
N2 - This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first ‘teacher perspective’ is about changes in teacher self-efficacies while using formative assessment methods as monitored by a pre- and post-teacher questionnaire. Teachers who tried the unfamiliar formative methods of assessment (see introductory book chapter for these methods) as well as their colleagues who did not were surveyed. The second ‘teacher perspective’ examines changes in teachers’ subjective theories while trying project-specific formative assessment methods in Czech Republic. Analyses are done through case studies and interviews. The final part of the chapter looks at teacher perspectives while using an Internet-based application to facilitate formative assessment. The teacher use of the application and their feedback about its utility are discussed.
AB - This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first ‘teacher perspective’ is about changes in teacher self-efficacies while using formative assessment methods as monitored by a pre- and post-teacher questionnaire. Teachers who tried the unfamiliar formative methods of assessment (see introductory book chapter for these methods) as well as their colleagues who did not were surveyed. The second ‘teacher perspective’ examines changes in teachers’ subjective theories while trying project-specific formative assessment methods in Czech Republic. Analyses are done through case studies and interviews. The final part of the chapter looks at teacher perspectives while using an Internet-based application to facilitate formative assessment. The teacher use of the application and their feedback about its utility are discussed.
U2 - 10.1007/978-3-319-63248-3_9
DO - 10.1007/978-3-319-63248-3_9
M3 - Book chapter
SN - 978-3-319-63247-6
T3 - Contributions from Science Education Research
SP - 227
EP - 248
BT - Transforming assessment
A2 - Dolin, Jens
A2 - Evans, Robert
PB - Springer
ER -
ID: 184800599