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Formative assessment and the role of teachers' content area

机译：形成性评估和教师内容领域的作用

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摘要

Professional development (PD) programs focused on increasing teachers' use of formative assessment generally provide a framework designed to help teachers understand the breadth and complexity of formative assessment, while advocating for teacher choice with respect to the specific implementation. This study examined the implementation patterns of 82 high school mathematics and science teachers to understand whether implementation approaches differed by content area. Results suggested that mathematics and science teachers significantly increased their self-reported practice of formative assessment, in similar ways; however, the specific approaches that mathematics and science teachers chose to operationalize on a daily basis differed. These findings have implications for the design of PD and future research efforts.
机译：专注于增加教师对形成性评估的使用的专业发展（PD）计划通常提供一个框架，旨在帮助教师了解形成性评估的广度和复杂性，同时倡导教师根据具体实施情况进行选择。这项研究调查了82位高中数学和理科教师的实施模式，以了解实施方法是否因内容领域而异。结果表明，数学和科学教师以类似的方式大大增加了他们自我报告的形成性评估实践；但是，数学和科学老师选择每天使用的具体方法有所不同。这些发现对PD的设计和未来的研究工作有影响。

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