Literaturnachweis - Detailanzeige
| Autor/inn/en | Louie, Josephine; Sanchez, Maria Teresa; North, Charlotte; Cazabon, Mary; Melo, Daniel; Kagle, Melissa |
|---|---|
| Institution | Regional Educational Laboratory Northeast & Islands (ED) |
| Titel | A Descriptive Analysis of State-Supported Formative Assessment Initiatives in New York and Vermont. Issues & Answers. REL 2012-No. 112 |
| Quelle | (2011), (63 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Expertise; State Schools; Formative Evaluation; State Departments of Education; Teaching Methods; Summative Evaluation; Leaders; Accountability; Interviews; Academic Achievement; Outcomes of Education; Feedback (Response); School Districts; New York; Vermont |
| Abstract | This study examines two state-supported formative assessment initiatives that promote a consensus definition of formative assessment endorsed by the Council of Chief State School Officers. It describes the primary components of the two initiatives and the strategies that state, district, and school leaders report using to support implementation of each initiative. Two research questions guided this study: (1) In Northeast and Islands Region states where state education agencies are supporting formative assessment initiatives, what are the primary components of each initiative?; and (2) What strategies do state, district, and school leaders report using to support implementation of formative assessment initiatives? State, district, and school leaders who were interviewed described a variety of strategies for achieving three implementation goals: getting teachers to adopt and integrate formative assessment practices into regular instruction, supporting and sustaining teacher use of formative assessment, and spreading or scaling use of formative assessment beyond pilot populations. Through analysis of the interview data, the study team identified nine sets of strategies that were present in both initiatives: (1) Providing training by well known experts and credible evidence of the benefits of formative assessment; (2) Creating a safe environment for teachers to try out new practices; (3) Aligning initiative reforms with existing contexts and concurrent training efforts; (4) Collaborating early with local leaders; (5) Employing both voluntary and mandatory participation approaches; (6) Providing ongoing training and support for teachers and others at different levels of the system; (7) Establishing accountability and monitoring methods for sustaining initiative implementation; (8) Building independent state and district capacity to sustain and spread teacher training; and (9) Harnessing enthusiasm at every level of the system to sustain and spread formative assessment. This study details two state-supported initiatives that have worked to promote a consensus definition of formative assessment. Findings from this study offer exploratory ideas for future research and practice. Appended are: (1) Study methods; (2) Teacher practices promoted by each initiative; (3) Primary components of each initiative; (4) Research context on formative assessment; (5) Interview protocols; and (6) Interview data codes. (Contains 5 boxes and 7 tables.) [For "A Descriptive Analysis of State-Supported Formative Assessment Initiatives in New York and Vermont. Summary. Issues & Answers. REL 2012-No. 112," see ED526434.] (ERIC). |
| Anmerkungen | Regional Educational Laboratory Northeast & Islands. Available from: Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458. Tel: 617-618-2747; Fax: 617-969-1580; Web site: http://www.relnei.org/home.php |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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