Science Teachers' Representations of Classroom Practice in the Process of Formative Assessment Design

Autor/inn/en	Heredia, Sara C.; Furtak, Erin Marie; Morrison, Deb; Renga, Ian Parker
Titel	Science Teachers' Representations of Classroom Practice in the Process of Formative Assessment Design
Quelle	In: Journal of Science Teacher Education, 27 (2016) 7, S.697-716 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-016-9482-3
Schlagwörter	Formative Evaluation; Faculty Development; Biology; Science Teachers; Test Construction; Teacher Collaboration + Suchen Sie Ihr Suchwort? Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Testaufbau; Lehrerkooperation
Abstract	Formative assessment has been recognized as an essential element of effective classroom practice; as a result, teachers are increasingly required to create formative assessments for their classrooms. This study examines data drawn from a long-term, site-based professional development program that supported a department of biology teachers in the iterative design and enactment of common formative assessment tools. We analyze teacher conversations to understand how teachers collaborated to design formative assessments. Results indicate that when teachers attended to problems of practice related to teaching evolution, increased transparency in their talk helped build consensus about the design of formative assessment tools. These results highlight the importance of encouraging transparency in teacher dialog when they are engaged in collaborative design of formative assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01