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A model of formative assessment practice in secondary science classrooms using an audience response system.

机译：使用受众响应系统的中学科学课堂中形成性评估实践的模型。

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摘要

Formative assessment involves the probing of students' ideas to determine their level of understanding during the instructional sequence. Often conceptualized as a cycle, formative assessment consists of the teacher posing an instructional task to students, collecting data about student understanding, and engaging in follow-up strategies such as clarifying student understanding and adjusting instruction to meet learning needs. Despite having been shown to increase student achievement in a variety of classroom settings, formative assessment remains a relative weak area of teacher practice. Methods that enhance formative assessment strategies may therefore have a positive effect on student achievement.Audience response systems comprise a broad category of technologies that support richer classroom interaction and have the potential to facilitate formative assessment. Results from a large national research study, Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS), show that students in algebra classrooms where the teacher has implemented a type of audience response system experience significantly higher achievement gains compared to a control group. This suggests a role for audience response systems in promoting rich formative assessment.The importance of incorporating formative assessment strategies into regular classroom practice is widely recognized. However, it remains challenging to identify whether rich formative assessment is occurring during a particular class session. This dissertation uses teacher interviews and classroom observations to develop a fine-grained model of formative assessment in secondary science classrooms employing a type of audience response system. This model can be used by researchers and practitioners to characterize components of formative assessment practice in classrooms.A major component of formative assessment practice is the collection and aggregation of evidence of student learning. This dissertation proposes the use of the assessment episode to characterize extended cycles of teacher-student interactions. Further, the model presented here provides a new methodology to describe the teacher's use of questioning and subsequent classroom discourse to uncover student learning. Additional components of this model of formative assessment focus on the recognition of student learning by the teacher and the resultant changes in instructional practice to enhance student understanding.
机译：形成性评估包括探究学生的想法，以确定他们在教学过程中的理解水平。形成性评估通常被概念化为一个周期，包括教师向学生提出教学任务，收集有关学生理解的数据以及参与后续策略，例如阐明学生的理解并调整教学以满足学习需求。尽管已经证明在各种教室环境中可以提高学生的学习成绩，但形成性评估仍然是教师实践的一个相对薄弱的领域。因此，增强形成性评估策略的方法可能会对学生的学习成绩产生积极影响。听众响应系统包括广泛的技术类别，这些技术支持更丰富的课堂互动，并有可能促进形成性评估。一项大型的国家研究报告“促进数学和科学成就的课堂连通性”（CCMS）的结果表明，与对照组相比，代课教室中的老师实施了一种观众反应系统的学生获得了明显更高的成就。这暗示了听众响应系统在促进丰富的形成性评估中的作用。将形成性评估策略纳入常规课堂实践的重要性已得到广泛认可。但是，要确定在特定的课堂上是否进行了丰富的形成性评估仍然是一项挑战。本文采用教师访谈和课堂观察的方法，建立了一种采用受众响应系统的中学科学课堂形成性评估的精细模型。研究人员和从业人员可以使用此模型来表征教室中形成性评估实践的组成部分。形成性评估实践的主要组成部分是学生学习证据的收集和汇总。本文提出利用评估情节来刻画教师与学生互动的延长周期。此外，这里提供的模型提供了一种新的方法，用于描述教师对提问的使用以及随后的课堂话语，以发现学生的学习情况。这种形成性评估模型的其他组成部分侧重于教师对学生学习的认可，以及由此产生的教学实践变化，以增强学生的理解能力。

著录项

  • 作者

    Shirley, Melissa L.;

  • 作者单位

    The Ohio State University.;

  • 授予单位 The Ohio State University.;
  • 学科 Education Tests and Measurements.Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 226 p.
  • 总页数 226
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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