A Study of the Implementation of Formative Assessment in Three Large Urban Districts

Autor/inn/en	Johnson, Carla C.; Sondergeld, Toni A.; Walton, Janet B.
Titel	A Study of the Implementation of Formative Assessment in Three Large Urban Districts
Quelle	In: American Educational Research Journal, 56 (2019) 6, S.2408-2438 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219842347
Schlagwörter	Formative Evaluation; Urban Schools; School Districts; School District Size; Master Teachers; Public Schools; Teacher Attitudes; Instructional Effectiveness; Elementary School Teachers; Middle School Teachers; High School Teachers; Questioning Techniques; Cooperative Learning; Feedback (Response); Gender Differences; Classroom Techniques; Colorado; Tennessee; Texas + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; School districts; Size; Schuleinzugsbereich; Public school; Öffentliche Schule; Lehrerverhalten; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Befragungstechnik; Fragetechnik; Kooperatives Lernen; Geschlechterkonflikt; Klassenführung
Abstract	In this study, we examined the enactment of formative assessment by administrator-selected master teachers in large, urban, public school districts in three regions of the United States. Furthermore, this study also included an investigation of the perceptions and frequency of use for all teachers within the same districts to gather a snapshot of the state of use of formative assessment within those settings overall. Currently, the research base is limited regarding how effective teachers implement formative assessment strategies in their classrooms and how teachers in general perceive formative assessment. Thus, the purpose of this study was to gain a broader understanding of how teachers conceptualize and enact formative assessment strategies in their classrooms with the aim of providing guidance to teacher educators, professional development providers, and policy makers about gaps in teachers' understanding of and use of formative assessment. Findings from classroom observations revealed that master teachers implemented some aspects of formative assessment effectively and other areas were used much less frequently and/or effectively. Teachers within the participating districts reported similar use frequencies. Implications for research and practice in the area of formative assessment are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01