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Formative assessment in the classroo...

Oneal-Self, Amy.

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Formative assessment in the classroom: A phenomenological study of instructor perceptions of formative assessment strategies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Formative assessment in the classroom: A phenomenological study of instructor perceptions of formative assessment strategies./
Author:	Oneal-Self, Amy.
Description:	148 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687639
ISBN:	9781321653038

Formative assessment in the classroom: A phenomenological study of instructor perceptions of formative assessment strategies.
Oneal-Self, Amy.

Formative assessment in the classroom: A phenomenological study of instructor perceptions of formative assessment strategies. - 148 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

The purpose of this phenomenological study was to investigate faculty perceptions of formative assessment in community college classrooms. Interviews were conducted with 12 community college faculty members. The results showed that, while the purpose of formative assessment is to aid in student learning, formative assessment use varies from course to course. Interviews revealed that faculty attempt to involve students in the formative assessment process and that faculty perceive the use of formative assessment as one of the qualities of an effective teacher. Also, research participants expressed some uncertainty about what constitutes formative assessment and a desire to continue using formative assessment and to integrate it into courses more often and more intentionally.

ISBN: 9781321653038Subjects--Topical Terms:

543202
Adult education.

Formative assessment in the classroom: A phenomenological study of instructor perceptions of formative assessment strategies.
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245 1 0 $a Formative assessment in the classroom: A phenomenological study of instructor perceptions of formative assessment strategies.
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500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Marsha E. Covington.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a The purpose of this phenomenological study was to investigate faculty perceptions of formative assessment in community college classrooms. Interviews were conducted with 12 community college faculty members. The results showed that, while the purpose of formative assessment is to aid in student learning, formative assessment use varies from course to course. Interviews revealed that faculty attempt to involve students in the formative assessment process and that faculty perceive the use of formative assessment as one of the qualities of an effective teacher. Also, research participants expressed some uncertainty about what constitutes formative assessment and a desire to continue using formative assessment and to integrate it into courses more often and more intentionally.
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