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A Qualitative Study of K12 Teacher P...

Lombardo, Paul Anthony.

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A Qualitative Study of K12 Teacher Perspectives of Classroom Assessment for Learning Strategies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Study of K12 Teacher Perspectives of Classroom Assessment for Learning Strategies./
Author:	Lombardo, Paul Anthony.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	123 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10141488
ISBN:	9781339968483

A Qualitative Study of K12 Teacher Perspectives of Classroom Assessment for Learning Strategies.
Lombardo, Paul Anthony.

A Qualitative Study of K12 Teacher Perspectives of Classroom Assessment for Learning Strategies. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 123 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

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

Assessment for learning is a formative assessment strategy that integrates assessment and instruction. The purpose of an assessment for learning is to promote student engagement and improve student learning outcomes. The problem is K12 students are failing to achieve acceptable levels of performance as dictated by various state and local accountability measures (Jones, 2013). Student achievement may be impeded as the result of numerous personal factors directly related to the student such as socioeconomic status, family issues, and level of parent involvement. The purpose of this qualitative action research study was to explore K12 teacher experiences and perceptions with use of classroom assessment for learning strategies in a low-performing urban school district bordering Cleveland, Ohio. The data collection consisted of an anonymous online survey using SurveyMonkey with secondary teachers (7--12) who had been currently trained in implementing assessment for learning strategies in the classroom. Participants were asked questions about their experiences and perceptions related to the use of classroom assessment for learning strategies and what types of classroom assessment for learning strategies they implement in the classroom. Dedoose software was used for the analysis of data. Two major themes were: (a) demonstrated need for student reinstruction and (b) common AFL strategy perceived as beneficial to enhance student achievement was entrance and/or exit slips. Three recommendations for practice included: (a) teacher professional development to improve regular descriptive feedback; (b) teacher professional development to teachers on increasing student motivation, self-confidence, and self-efficacy; (c) teacher professional development related to expansion of other effective types of AFL strategies. Recommendations for future research included (a) a qualitative grounded theory study for new theory into AFL strategies for student self-directed learning; (b) a qualitative phenomenological study to further explore K12 teacher experiences and perspectives to AFL barriers such as student attendance, and lack of knowledge/skills; and (c) a qualitative narrative study to explore common AFL strategies.

ISBN: 9781339968483Subjects--Topical Terms:

3172312
Teacher education.

A Qualitative Study of K12 Teacher Perspectives of Classroom Assessment for Learning Strategies.
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