Tale of Two Science Teachers' Formative Assessment Practices in a Similar School Environment

Autor/inn/en	Sathasivam, Renuka V.; Daniel, Esther G. S.
Titel	Tale of Two Science Teachers' Formative Assessment Practices in a Similar School Environment
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 17 (2016) 2, Artikel 12 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Science Teachers; Science Instruction; Formative Evaluation; Qualitative Research; Educational Practices; Outcomes of Education; Correlation; Elementary School Teachers; Foreign Countries; Interviews; Teacher Attitudes; Audio Equipment; Courseware; Comparative Analysis; Feedback (Response); Elementary School Students; Teacher Student Relationship; Student Evaluation; Evaluation Methods; Participant Observation; Malaysia + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Bildungspraxis; Lernleistung; Schulerfolg; Korrelation; Elementary school; Grundschule; Volksschule; Ausland; Interviewing; Interviewtechnik; Lehrerverhalten; Audio-CD; Lernsoftware; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulnote; Studentische Bewertung; Teilnehmende Beobachtung
Abstract	There is an accumulating research base that supports the effectiveness of formative assessment practices in enhancing the quality of educational outcomes, yet research findings seem to indicate sluggish implementation of these formative assessment strategies in the classrooms. Many factors influence teachers' formative assessment practices including the school environment. A school environment can be broadly characterized by its members, facilities and policies. They are external factors that can affect teachers' practices. In this study, the extent of the influence of a school environment in influencing teachers' formative assessment practices was investigated. Using a qualitative approach, the study examined how two teachers teaching in a similar school environment conducted their formative assessment practices. The findings revealed that the two teachers exhibited very different formative assessment practices. The implication is that perhaps having similar school environment may not be the only factor that influences teachers' formative assessment practices. This study suggests that perhaps the bidirectional relationships between teachers and their environment play a more significant role in determining teachers' practices. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01