Investigating the Dynamics of Formative Assessment: Relationships between Teacher Knowledge, Assessment Practice and Learning

Autor/inn/en	Herman, Joan; Osmundson, Ellen; Dai, Yunyun; Ringstaff, Cathy; Timms, Michael
Titel	Investigating the Dynamics of Formative Assessment: Relationships between Teacher Knowledge, Assessment Practice and Learning
Quelle	In: Assessment in Education: Principles, Policy & Practice, 22 (2015) 3, S.344-367 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2015.1006521
Schlagwörter	Formative Evaluation; Elementary School Science; Student Evaluation; Evaluation Methods; Knowledge Level; Teacher Competencies; Hierarchical Linear Modeling; Path Analysis; Pedagogical Content Knowledge; Correlation; Comparative Analysis; Control Groups; Experimental Groups; Student Characteristics; Science Achievement; Scores; Diaries; Factor Analysis; Statistical Analysis; Regression (Statistics); Surveys; Pretests Posttests; Elementary School Teachers + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Wissensbasis; Lehrkunst; Pfadanalyse; Pädagogische Kompetenz; Korrelation; Diary; Tagebuch; Faktorenanalyse; Statistische Analyse; Regression; Regressionsanalyse; Survey; Umfrage; Befragung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers' content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers' content-pedagogical and assessment knowledge, teachers' formative assessment practices are positively related to student learning. Relationships between teachers' knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01