How Does Using Formative Assessment Empower Students in Their Learning?

Autor/inn/en	Campos, Jennifer; O'Hern, Joanne
Titel	How Does Using Formative Assessment Empower Students in Their Learning?
Quelle	(2007), (76 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Abschlussarbeit (Bachelor, Master, Diplom, Magister)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Grade 1; Grade 5; Student Surveys; Observation; Mathematics Instruction; Assignments; Student Empowerment; Graphs; Formative Evaluation; Academic Ability; Scores; Student Attitudes; Parent Attitudes; Beliefs; Student Responsibility; Student Motivation; Feedback; Parent Participation; Teaching Methods; Skill Development; Small Group Instruction; Program Effectiveness; Goal Orientation; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 05; 5. Schuljahr; Schuljahr 05; Schülerbefragung; Beobachtung; Mathematics lessons; Mathematikunterricht; Assignment; Auftrag; Zuweisung; Studienberechtigung; Grafische Darstellung; Schülerverhalten; Elternverhalten; Belief; Glaube; Schulische Motivation; Elternmitwirkung; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Zielorientierung; Zielvorstellung
Abstract	This study was designed to increase student empowerment through the use of formative assessment. The targeted population consisted of first and fifth grade students in the same school. Evidence for the existence of the problem included teacher observation, students' lack of knowledge and skills to complete classroom assignments, and low test scores. Analysis of probable cause data revealed that students were unclear about what they needed to know. Systems beliefs about testing focus on sorting students rather than motivating them. Students were not taking responsibility for their learning. Students did not have adequate, descriptive feedback on their work and were not encouraged to reflect on their learning. Parents were not informed about their child's learning. The researchers began each mathematics unit by introducing a lotus diagram, which is a visual representation of key concepts to be taught in that unit. As the lesson was being taught, the researchers related the lesson to the goals on the lotus diagram. The researchers used teacher-made assessments to determine if students made unit goals. The researchers used class graphs and individual student graphs to track progress. The students used portfolios to organize graphs, lotuses, and assessments. Researchers provided a daily 15 minute intervention time to reteach goals in small groups to students that did not meet the goals on assessments. Researchers also sent home family letters on each unit that described major goals and vocabulary for each unit. Researchers interviewed students individually, as part of their mathematics instruction. Data collections employed included teacher made assessments, student interviews, and anonymous classroom graphs. Post-intervention data indicated an increase in student involvement in their learning in the area of mathematics. Many students were more aware of grade level mathematics goals. They were able to talk about the mathematics goals and monitor their progress toward these goals. Students also displayed the ability to solicit help when needed in class. Appended are: (1) First grade student survey; (2) Fifth grade student survey; (3) First and fifth grade parent surveys; (4) Quality work activity; (5) Sample Lotus Diagram; and (6) Plan-Do-Study-Act. (Contains 17 tables.) [M. A. Thesis, Saint Xavier University] (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10