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首页> 外文学位 >Keeley Probes as a Tool for Uncovering Student Ideas: How Do Teachers Use Formative Assessment Probes to Plan and Adapt Instruction?
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Keeley Probes as a Tool for Uncovering Student Ideas: How Do Teachers Use Formative Assessment Probes to Plan and Adapt Instruction?

机译：Keeley探查作为一种发现学生思想的工具：教师如何使用形成性评估探查来计划和适应教学？

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摘要

Formative assessment probes, known as Keeley probes, are one tool teachers use to reveal students' scientific misconceptions, so that they can move them closer to conceptual understanding. The purpose of this research was to document how four elementary school teachers used formative assessment probes to plan and adapt instruction to improve student learning. Specifically: • How did teachers choose appropriate probes? What learning goals did teachers hope to address by using the probe? • What instructional sequences did teachers envision when planning to use a probe? • What did teachers notice when analyzing student data from a probe? • How did teachers use the information to modify their instructional practice?;This exploratory study addresses key issues by exploring through qualitative methods how four elementary teachers used Keeley formative assessment probes in the classroom through a series of individual and group interviews. The results, reported as case studies and themes, indicate that Keeley probes may be used to help teachers strengthen their pedagogical content knowledge and as an anchor for classroom discussions. Teachers reported that students were highly engaged when considering Keeley probing questions. Teachers in this study had questions about how to analyze data collected through formative assessment, and what instructional steps they needed to take to address misconceptions.;The central finding of the study is that a teacher's subject-area knowledge as well as the ability to identify students' misconceptions and make instructional decisions based on those ideas, both elements of pedagogical content knowledge, play a key role in how effectively teachers use Keeley formative assessment probes towards improving learning.;Ultimately, this study showed that while the use of Keeley probes did improve opportunities for students to deepen scientific understanding, a gap still exists between the potential of formative assessment and the practical work of integrating ongoing formative assessment to improve teaching and learning.;This exploratory study underlines the need for a new approach in professional development for elementary science teachers, and sheds light on what happens when teachers try Keeley probes, a promising formative assessment tool and strategy, in the real world of the classroom.
机译：形成性评估探针（称为Keeley探针）是教师用来揭示学生的科学误解的一种工具，以便他们可以使他们更接近概念理解。这项研究的目的是证明四名小学教师如何使用形成性评估探针来计划和调整指导以改善学生的学习。具体来说：•老师如何选择合适的探针？老师希望通过使用该探针解决哪些学习目标？ •在计划使用探针时，教师设想了哪些教学顺序？ •在分析来自探针的学生数据时，老师注意到了什么？ •老师如何使用这些信息来修改他们的教学实践？；该探索性研究通过定性方法探讨了四位小学教师如何通过一系列的个人和小组访谈在教室中使用Keeley形成性评估探针，从而解决了关键问题。以案例研究和主题报告的结果表明，Keeley探查可用于帮助教师增强其教学内容知识，并作为课堂讨论的基础。老师报告说，学生在考虑Keeley探究问题时参与度很高。这项研究的教师对如何分析通过形成性评估收集的数据以及他们需要采取哪些教学步骤来解决误解存有疑问。;研究的主要发现是教师的学科领域知识以及识别能力学生的误解和基于这些思想的教学决定，都是教学内容知识的要素，在教师有效利用Keeley形成性评估探针改善学习方面起着关键作用；最终，这项研究表明，尽管使用Keeley探针确实提高学生加深科学理解的机会，但形成性评估的潜力与整合进行中的形成性评估以改善教与学的实际工作之间仍然存在差距;该探索性研究强调了基础教育专业发展需要一种新方法科学老师，并揭示了当提拔时会发生什么她尝试在教室的真实世界中尝试Keeley探针，这是一种很有前途的形成性评估工具和策略。

著录项

  • 作者

    Tobler, Kalin.;

  • 作者单位

    Portland State University.;

  • 授予单位 Portland State University.;
  • 学科 Science education.;Educational evaluation.;Educational tests measurements.
  • 学位 M.S.T.
  • 年度 2015
  • 页码 113 p.
  • 总页数 113
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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