東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Digging Deeper into Formative Assess...

Washington-Clark, Shawn E.

FindBook

Google Book

Amazon

博客來

Digging Deeper into Formative Assessment Data: A Case Study of Middle School Language Arts Teachers' Perspectives about Formative Assessment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Digging Deeper into Formative Assessment Data: A Case Study of Middle School Language Arts Teachers' Perspectives about Formative Assessment./
作者:	Washington-Clark, Shawn E.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	129 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13423891
ISBN:	9780438801363

Digging Deeper into Formative Assessment Data: A Case Study of Middle School Language Arts Teachers' Perspectives about Formative Assessment.
Washington-Clark, Shawn E.

Digging Deeper into Formative Assessment Data: A Case Study of Middle School Language Arts Teachers' Perspectives about Formative Assessment. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 129 p.

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (Ph.D.)--Capella University, 2019.

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

Although the formative assessment process is key in helping teachers adjust instruction and students adjust learning, school leaders need to know teachers' perspectives and understandings about formative assessment in order to experience the fidelity and effectiveness of the process. Educators tend to know the purpose of assessments and the variety of ways to assess, but quality assessments hinge on beliefs and attitudes about the process. This case study explored middle school language arts teachers' perspectives about formative assessment as well as what teachers know and understand about formative assessment, the kinds of formative assessment used by teachers, how they use the assessment to make instructional decisions, and what they identify as needs. A wealth of research has defined and described the formative assessment process, but when schools dig deeper to find teachers' perspectives, school leaders can better prepare teachers to write assessments and use the results. This research was a descriptive single-case study with multiple subunits; teachers were able to disclose their attitudes through surveys, interviews, and observations. The participants were middle school language arts teachers, special education teachers, department chairs, and reading intervention teachers, from two schools. Participants varied in age, sex, race, and years of experience. The data collected showed that middle school language arts teachers understand and value the formative assessment process and assess their students regularly. Many of the teachers were not always pleased with the school system or their school's use of the data, and several teachers rarely completed the formative process. Nonetheless, the responses indicated that teachers believed if they had more time to write valid and credible assessments and review the results, then they could make informed instructional decisions. School leaders can support teachers' growth in formative assessment by offering more training; colleges and universities can even offer courses in their preservice teacher programs.

ISBN: 9780438801363Subjects--Topical Terms:

532624
Language arts.

Digging Deeper into Formative Assessment Data: A Case Study of Middle School Language Arts Teachers' Perspectives about Formative Assessment.
LDR:03271nmm a2200361 4500 001 2205798
005 20190828135944.5
008 201008s2019 ||||||||||||||||| ||eng d
020 $a 9780438801363
035 $a (MiAaPQ)AAI13423891
035 $a (MiAaPQ)capella:20676
035 $a AAI13423891
040 $a MiAaPQ $c MiAaPQ
100 1 $a Washington-Clark, Shawn E. $3 3432672
245 1 0 $a Digging Deeper into Formative Assessment Data: A Case Study of Middle School Language Arts Teachers' Perspectives about Formative Assessment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 129 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Ibarra, David.
502 $a Thesis (Ph.D.)--Capella University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Although the formative assessment process is key in helping teachers adjust instruction and students adjust learning, school leaders need to know teachers' perspectives and understandings about formative assessment in order to experience the fidelity and effectiveness of the process. Educators tend to know the purpose of assessments and the variety of ways to assess, but quality assessments hinge on beliefs and attitudes about the process. This case study explored middle school language arts teachers' perspectives about formative assessment as well as what teachers know and understand about formative assessment, the kinds of formative assessment used by teachers, how they use the assessment to make instructional decisions, and what they identify as needs. A wealth of research has defined and described the formative assessment process, but when schools dig deeper to find teachers' perspectives, school leaders can better prepare teachers to write assessments and use the results. This research was a descriptive single-case study with multiple subunits; teachers were able to disclose their attitudes through surveys, interviews, and observations. The participants were middle school language arts teachers, special education teachers, department chairs, and reading intervention teachers, from two schools. Participants varied in age, sex, race, and years of experience. The data collected showed that middle school language arts teachers understand and value the formative assessment process and assess their students regularly. Many of the teachers were not always pleased with the school system or their school's use of the data, and several teachers rarely completed the formative process. Nonetheless, the responses indicated that teachers believed if they had more time to write valid and credible assessments and review the results, then they could make informed instructional decisions. School leaders can support teachers' growth in formative assessment by offering more training; colleges and universities can even offer courses in their preservice teacher programs.
590 $a School code: 1351.
650 4 $a Language arts. $3 532624
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Educational evaluation. $3 526425
650 4 $a Curriculum development. $3 684418
650 4 $a Middle school education. $3 969762
690 $a 0279
690 $a 0288
690 $a 0443
690 $a 0450
690 $a 0727
710 2 $a Capella University. $b Education. $3 2093659
773 0 $t Dissertations Abstracts International $g 80-08A.
790 $a 1351
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13423891