Why Aren't Teachers Using Formative Assessment? What Can Be Done about It?

Autor/inn/en	Bond, Elizabeth; Woolcott, Geoff; Markopoulos, Christos
Titel	Why Aren't Teachers Using Formative Assessment? What Can Be Done about It?
Quelle	In: Assessment Matters, 14 (2020), S.112-136 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-7839
Schlagwörter	Formative Evaluation; Foreign Countries; Student Evaluation; Evaluation Problems; Program Implementation; Teacher Attitudes; Program Development; Models; Australia + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Lehrerverhalten; Programmplanung; Analogiemodell; Australien
Abstract	Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in practice. In response, this article outlines the design and development of a formative assessment framework that can be implemented as a consistent whole-school approach to embedding practice that is owned and developed by teachers. The approach outlined in the framework, therefore, is designed to integrate formative assessment practices within a school system context, providing advice and support to school leaders and teachers. The framework in practice should act to enable teachers and students to develop new understandings and perspectives about each other and the nature of teaching and learning, as well as ways to implement new practices of teaching and learning supported by reflective modes of active participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01