Teachers and Testing: An Investigation into Teachers' Perceptions of Formative Assessment

Autor/in	Sach, Elizabeth
Titel	Teachers and Testing: An Investigation into Teachers' Perceptions of Formative Assessment
Quelle	In: Educational Studies, 38 (2012) 3, S.261-276 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2011.598684
Schlagwörter	Middle Schools; Formative Evaluation; Statistical Analysis; Teaching Experience; Investigations; Predictor Variables; Institutional Characteristics; Questionnaires; Teacher Surveys; Educational Strategies; Self Efficacy; Likert Scales; Schematic Studies; Program Attitudes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Statistische Analyse; Untersuchung; Prädiktor; Fragebogen; Lehrstrategie; Self-efficacy; Selbstwirksamkeit; Likert-Skala; Schematheorie; Ausland; Großbritannien
Abstract	Research conducted within the past decade contributes much to an understanding of the role and potential value of formative assessment in learning. As an Advisory Teacher within a local authority, the researcher was interested to find out how teachers actually perceive formative assessment. This study therefore set out to investigate the range and nature of such perceptions and whether any relationships exist between them and independent variables such as school phase and length of teacher experience. The sample was drawn from teachers working in 24 lower and middle schools within one local authority and the research was conducted in two phases. This paper will focus on Phase 1, during which data was drawn from a questionnaire survey which elicited both quantitative and qualitative responses from 67 teachers. Analysis of this data revealed a range of perceptions about formative assessment among teachers. In particular, they acknowledged the value of formative assessment in promoting learning. However, these findings suggest that perhaps teachers were less confident than they claimed to be in putting actual strategies in place, supporting the findings of Black, Harrison, Lee, Marshall, and Wiliam (2002). Statistical analysis revealed some significant relationships between some of these perceptions and both school phase and length of teacher experience. Both theoretical and practical implications of these findings are discussed and recommendations made for future policy and practice. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10