A Case Study of Teachers' Practices Using Formative Assessment for Fifth Grade Mathematics Students

Autor/in	Veon, Kenneth E.
Titel	A Case Study of Teachers' Practices Using Formative Assessment for Fifth Grade Mathematics Students
Quelle	(2016), (125 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-3582-1
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Formative Evaluation; Student Evaluation; Elementary School Students; Grade 5; Educational Practices; Program Effectiveness; Qualitative Research; Mathematics Teachers; Teacher Attitudes; Program Implementation; Observation; Interviews; Lesson Plans; Documentation; Knowledge Level; Definitions; Expectation; Barriers; Instructional Design + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Schulnote; Studentische Bewertung; School year 05; 5. Schuljahr; Schuljahr 05; Bildungspraxis; Qualitative Forschung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Beobachtung; Interviewing; Interviewtechnik; Lesson planning; Unterrichtsplanung; Dokumentation; Wissensbasis; Begriffsbestimmung; Expectancy; Erwartung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Formative assessment is a classroom learning process that consists of clear goals and objectives, assessing students' knowledge, providing feedback and adjusting instruction based upon the data within a socially interactive process. Because of inconsistent implementation of the formative assessment process within classrooms, the efficacy of the process has not been fully realized. Using the social-development theory and the formative assessment theory as a lens, this qualitative case-study was to determine how, when and why teachers in fifth grade mathematics classes implemented the formative assessment process. Data were gathered from six 5th grade mathematics classroom observations, interviews with teachers, and lesson plan documentation was collected. The data revealed that teachers are not implementing consistent formative assessment practices and do not have an accurate understanding of what the process entails. The true effectiveness of the formative assessment process will not be realized until teachers, schools, and districts use a common definition and set of expectations about what constitutes the formative assessment process. Only when teachers are provided with and implement a common practice will research be able to accurately measure the effectiveness of the formative assessment process. However, future research should begin the focus on the barriers to keeping teachers from implementing the formative assessment process. After these barriers, which includes misperceptions about the process, are identified and addressed, the process can be implemented with fidelity. From there, research can determine the effectiveness of the formative assessment process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01