Enactment of Ongoing Formative Assessment: Challenges and Opportunities for Professional Development and Practice

Autor/inn/en	Cisterna, Dante; Gotwals, Amelia Wenk
Titel	Enactment of Ongoing Formative Assessment: Challenges and Opportunities for Professional Development and Practice
Quelle	In: Journal of Science Teacher Education, 29 (2018) 3, S.200-222 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cisterna, Dante)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2018.1432227
Schlagwörter	Formative Evaluation; Faculty Development; Science Instruction; Case Studies; Science Teachers; Alignment (Education); Academic Standards; Feedback (Response); Teaching Methods; Self Evaluation (Individuals); Student Evaluation; Questioning Techniques; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Befragungstechnik; Fragetechnik
Abstract	Formative assessment practices have been shown to improve science instruction. However, examples of teachers' moment-to-moment informal formative assessment practices are still sparse. This multiple-case study explores the ongoing formative assessment practices of 4 in-service science teachers who participated in a statewide professional development program. We examined what teachers (can) do when enacting formative assessment with specific science content. Our findings suggest that these teachers were able to enact some components of formative assessment in a piecemeal fashion, but they tended to struggle with integrating formative assessment practices to enact seamless science instruction that was both rigorous and responsive to their students' ideas. This was especially true as they attempted to explore and use students' scientific ideas to push for deeper understanding. The analysis of formative assessment critical moments, however, suggests that these teachers could effectively enact aspects of formative assessment in ways that may have supported student learning of science and may have acted as stepping-stones to improve teachers' formative assessment practices. We discuss how teachers' current practices currently align (or do not align) with the Next Generation Science Standards and the implications of this nonalignment for the design of professional development in formative assessment in science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01