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A Case Study of Teachers' Practices ...

Veon, Kenneth E.

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A Case Study of Teachers' Practices using Formative Assessment for Fifth Grade Mathematics Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Case Study of Teachers' Practices using Formative Assessment for Fifth Grade Mathematics Students./
Author:	Veon, Kenneth E.
Description:	125 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10032423
ISBN:	9781339535821

A Case Study of Teachers' Practices using Formative Assessment for Fifth Grade Mathematics Students.
Veon, Kenneth E.

A Case Study of Teachers' Practices using Formative Assessment for Fifth Grade Mathematics Students. - 125 p.

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2016.

Formative assessment is a classroom learning process that consists of clear goals and objectives, assessing students' knowledge, providing feedback and adjusting instruction based upon the data within a socially interactive process. Because of inconsistent implementation of the formative assessment process within classrooms, the efficacy of the process has not been fully realized. Using the social-development theory and the formative assessment theory as a lens, this qualitative case-study was to determine how, when and why teachers in fifth grade mathematics classes implemented the formative assessment process. Data were gathered from six 5th grade mathematics classroom observations, interviews with teachers, and lesson plan documentation was collected. The data revealed that teachers are not implementing consistent formative assessment practices and do not have an accurate understanding of what the process entails. The true effectiveness of the formative assessment process will not be realized until teachers, schools, and districts use a common definition and set of expectations about what constitutes the formative assessment process. Only when teachers are provided with and implement a common practice will research be able to accurately measure the effectiveness of the formative assessment process. However, future research should begin the focus on the barriers to keeping teachers from implementing the formative assessment process. After these barriers, which includes misperceptions about the process, are identified and addressed, the process can be implemented with fidelity. From there, research can determine the effectiveness of the formative assessment process.

ISBN: 9781339535821Subjects--Topical Terms:

641129
Mathematics education.

A Case Study of Teachers' Practices using Formative Assessment for Fifth Grade Mathematics Students.
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245 1 2 $a A Case Study of Teachers' Practices using Formative Assessment for Fifth Grade Mathematics Students.
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500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: Kelley Walters.
502 $a Thesis (Ph.D.)--Northcentral University, 2016.
520 $a Formative assessment is a classroom learning process that consists of clear goals and objectives, assessing students' knowledge, providing feedback and adjusting instruction based upon the data within a socially interactive process. Because of inconsistent implementation of the formative assessment process within classrooms, the efficacy of the process has not been fully realized. Using the social-development theory and the formative assessment theory as a lens, this qualitative case-study was to determine how, when and why teachers in fifth grade mathematics classes implemented the formative assessment process. Data were gathered from six 5th grade mathematics classroom observations, interviews with teachers, and lesson plan documentation was collected. The data revealed that teachers are not implementing consistent formative assessment practices and do not have an accurate understanding of what the process entails. The true effectiveness of the formative assessment process will not be realized until teachers, schools, and districts use a common definition and set of expectations about what constitutes the formative assessment process. Only when teachers are provided with and implement a common practice will research be able to accurately measure the effectiveness of the formative assessment process. However, future research should begin the focus on the barriers to keeping teachers from implementing the formative assessment process. After these barriers, which includes misperceptions about the process, are identified and addressed, the process can be implemented with fidelity. From there, research can determine the effectiveness of the formative assessment process.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10032423