Implementing Curriculum-Embedded Formative Assessment in Primary School Science Classrooms

Autor/inn/en	Hondrich, Annika Lena; Hertel, Silke; Adl-Amini, Katja; Klieme, Eckhard
Titel	Implementing Curriculum-Embedded Formative Assessment in Primary School Science Classrooms
Quelle	In: Assessment in Education: Principles, Policy & Practice, 23 (2016) 3, S.353-376 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2015.1049113
Schlagwörter	Elementary School Science; Formative Evaluation; Program Implementation; Fidelity; Elementary School Teachers; Observation; Pedagogical Content Knowledge; Science Instruction; Elementary School Students; Misconceptions; Foreign Countries; Faculty Development; Workshops; Likert Scales; Germany + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Ausland; Lernwerkstatt; Schulung; Likert-Skala; Deutschland
Abstract	The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers' implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers' implementation fidelity was evaluated via classroom observations student ratings and an analysis of students' workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers' implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers' pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01