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Improving the knowledge and use of formative assessment: A case study of a model of formative assessment in a K--3 science curriculum.

机译：改进形成性评估的知识和使用：以K--3科学课程中的形成性评估模型为例。

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摘要

As public schools across the country strive to meet the proficiency goals of No Child Left Behind, there is an increased interest in integrating knowledge and use of formative assessment as a method to raise student achievement. Since measures for Adequate Yearly Progress focus on language arts and mathematics, science curriculum may not receive the same emphasis when administrators and teachers plan school improvement to align standards-based curriculum and assessment. Yet embedded in science curriculum are inquiry approaches and assessment opportunities critical to increasing student achievement in all areas of curriculum.The intent of the study is to identify key factors of formative assessment missing from teacher practice and develop a model of effective practice to build assessment literacy.A case study approach was used to analyze research-based theory of formative assessment in a K-3 elementary school science program. To increase knowledge, the case study needed to include a model for professional development. To increase use, the model needed to be accessible, sensitive to curriculum and instruction, standards-based, and provide data for timely feedback for teacher and student interaction to promote student learning. This paper includes a literature review of theory and research of formative assessment used to design the model.Data was collected employing a mixed-method approach that used surveys, student work, and document reviews with direct observations and teacher interviews to triangulate evidence of teacher beliefs, dispositions and classroom practice of the participants.While the findings cannot be generalized because of statistically insignificant numbers in the study, there is useful evidence to consider when integrating formative assessment and classroom practice. The significant findings of this case study are: (1) Teachers cling to deeply held pedagogical beliefs of assessment as a tool for teacher use and accountability rather than as a method to involve students in a constructivist assessment environment. (2) Teachers do not feel the same accountability for science content standards as they do for standards in reading, writing, and math. (3) Student achievement is more favorably influenced by a balance of assessment methods. Frequency of use of assessment is not as significant to student performance as is the type of assessment selected. Increased student involvement with learning criteria and the formative assessment suggests improved performance on summative assessments. (4) Individual teacher competencies increase in a collaborative professional community and influence use of formative assessment practice.A case study of formative assessment is likely to show variations among staff with the fidelity of implementation. Continued practice, ongoing professional development and collaborative opportunity will improve knowledge and use of effective formative assessment practices.
机译：随着全国各地的公立学校努力实现“不让任何一个孩子掉队”的能力目标，人们越来越有兴趣整合知识并使用形成性评估作为提高学生成绩的一种方法。由于“适当的年度进步”措施集中在语言艺术和数学上，因此，当管理人员和教师计划对学校进行改进以使基于标准的课程和评估保持一致时，科学课程可能不会得到同样的重视。然而，科学课程中蕴含的探究方法和评估机会对于提高课程各个领域的学生成绩至关重要。研究的目的是找出教师实践中缺少的形成性评估的关键因素，并开发有效的实践模型来建立评估素养案例研究方法用于分析K-3小学科学计划中基于研究的形成性评估理论。为了增加知识，案例研究需要包括一个专业发展模型。为了增加使用量，该模型必须易于访问，对课程和指导敏感，基于标准，并提供及时反馈的数据，以促进师生互动以促进学生学习。本文包括有关理论和文献评估的文献综述，以及用于设计模型的形成性评估的研究。采用混合方法收集数据，该方法使用调查，学生作业以及直接观察和教师访谈的文献综述来三角化教师信念的证据参与者的性格，性格和课堂练习。虽然由于研究中的统计数字不大而无法概括研究结果，但在整合形成性评估和课堂练习时仍需考虑有用的证据。该案例研究的重要发现是：（1）教师坚持深层的教学评估信念，将其作为教师使用和问责的工具，而不是使学生参与建构主义评估环境的一种方法。 （2）教师对科学内容标准的责任感与对阅读，写作和数学标准的责任感不同。 （3）评估方法的平衡更有利于学生的学习成绩。使用评估的频率对学生成绩的影响不如选择的评估类型重要。学生对学习标准和形成性评估的参与度增加，表明在总结性评估中的表现有所改善。 （4）在合作的专业社区中，个人教师的能力有所提高，并影响了形成性评估实践的使用。以形成性评估为例的案例研究很可能显示出员工忠诚度与实施的差异。持续的实践，持续的专业发展和合作机会将提高知识和有效的形成性评估实践的使用。

著录项

  • 作者

    Forbes, Ellen White.;

  • 作者单位

    University of Delaware.;

  • 授予单位 University of Delaware.;
  • 学科 Education Administration.Education Elementary.Education Teacher Training.Education Curriculum and Instruction.
  • 学位 Ed.D.
  • 年度 2007
  • 页码 189 p.
  • 总页数 189
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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