Characteristics of Improved Formative Assessment Practice

Autor/inn/en	Andersson, Catarina; Palm, Torulf
Titel	Characteristics of Improved Formative Assessment Practice
Quelle	In: Education Inquiry, 8 (2017) 2, S.104-122 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2016.1275185
Schlagwörter	Formative Evaluation; Teaching Methods; Educational Change; Mathematics Achievement; Municipalities; Teacher Attitudes; Educational Needs; Educational Practices; Foreign Countries; Mathematics Instruction; Classroom Techniques; Elementary School Teachers; Sweden + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Magistrat; Lehrerverhalten; Educational need; Bildungsbedarf; Bildungspraxis; Ausland; Mathematics lessons; Mathematikunterricht; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schweden
Abstract	An earlier study showed that the changes in teachers' classroom practice, after participation in a professional development program in formative assessment, significantly improved student achievement in mathematics. The teachers in that study were a random selection of Year 4 teachers in a Swedish mid-sized municipality. In the present study, we analyse and describe the characteristics of these changes in classroom practice, which were based on a combination of various strategies for formative assessment. Data were collected through teacher interviews and classroom observations. The teachers implemented many new activities that strengthened a formative classroom practice based on identifying student learning needs and modifying the teaching and learning accordingly. The characteristics of the changes the teachers made reveal the complexity of this formative assessment practice and why such developments of practice are likely to require major changes in most teachers' practices. We also discuss how such changes in practice afford new learning opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01