Deep Impact: How a Job-Embedded Formative Assessment Professional Development Model Affected Teacher Practice

Autor/inn/en	Stewart, Thomas A.; Houchens, Gary W.
Titel	Deep Impact: How a Job-Embedded Formative Assessment Professional Development Model Affected Teacher Practice
Quelle	In: Qualitative Research in Education, 3 (2014) 1, S.51-82 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-6418
Schlagwörter	Formative Evaluation; Qualitative Research; Case Studies; Workshops; Middle School Teachers; Faculty Development; Student Evaluation; Teacher Attitudes; Individualized Instruction; Teaching Methods; Semi Structured Interviews; Administrator Attitudes; Educational Practices; State Standards; Communities of Practice; State Legislation; Educational Change; Middle School Students; Kentucky + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Lernwerkstatt; Schulung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Lehrerverhalten; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Community; Landesrecht; Bildungsreform; Student; Students; Schüler; Schülerin
Abstract	This study supports the work of Black and Wiliam (1998), who demonstrated that when teachers effectively utilize formative assessment strategies, student learning increases significantly. However, the researchers also found a "poverty of practice" among teachers, in that few fully understood how to implement classroom formative assessment. This qualitative case study examined a series of voluntary workshops offered at one middle school designed to address this poverty of practice. Data were gathered via semi-structured interviews. These research questions framed the study: (1) What role did a professional learning community structure play in shaping workshop participants' perceived effectiveness of a voluntary formative assessment initiative? (2) How did this initiative affect workshop participants' perceptions of their knowledge of formative assessment and differentiation strategies? (3) How did it affect workshop participants' perceptions of their abilities to teach others about formative assessment and differentiated instruction? (4) How did it affect school-wide use of classroom-level strategies? Results indicated that teacher workshop participants experienced a growth in their capacity to use and teach others various formative assessment strategies, and even non-participating teachers reported greater use of formative assessment in their own instruction. Workshop participants and non-participating teachers perceived little growth in the area of differentiation of instruction, which contradicted some administrator perceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01