Abstract/Details

Exploring elementary teachers' implementation of formative assessment practices for reading


2010 2010

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Abstract (summary)

The purpose of the study was to determine whether or not elementary classroom teachers’ exploration of an integrated theoretical model of formative assessment would change participants’ understandings of formative assessment and whether or not participants would apply this newly-acquired knowledge to their classroom assessment practices. After exploring elements of formative assessment in a collaborative study group, participants applied new understandings to their classroom assessment practices. The model of formative assessment explored by the study group included these elements: the articulation of clear learning outcomes, the alignment of instruction and assessment to learning outcomes; the providing of feedback to students and using feedback to plan future instruction; and the involvement of students in classroom assessment practices. Previous research on formative assessment has demonstrated the importance of individual elements of formative assessment. This case study provided teachers with an integrated theoretical model that included all of the elements of formative assessment identified in the research literature and used this model as the basis for professional development to change teachers’ classroom practice.

Data were gathered through surveys, study group transcripts, participant reflections, classroom observations, interviews with students and documents from individual classrooms. Data were analyzed using a constant comparative method in an effort to identify categories and themes that emerged for changes in teachers’ understandings and classroom practices for each of the elements of formative assessment.

Results of the study indicate that the collaborative study group changed teachers’ understandings of the elements of formative assessment, the important relationships among the elements and the teachers’ classroom formative assessment practices. The collaborative study group also provided participants with a supportive environment in which to share their experiences as they attempted to implement new assessment practices in their classrooms.

Indexing (details)


Subject
Literacy;
Reading instruction;
Curriculum development;
Elementary school teachers;
Reading comprehension
Classification
0535: Literacy
0535: Reading instruction
0727: Curriculum development
Identifier / keyword
Education; Assessment; Formative
Title
Exploring elementary teachers' implementation of formative assessment practices for reading
Author
Richardson, Irving
Number of pages
199
Publication year
2010
Degree date
2010
School code
0118
Source
DAI-A 71/08, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124075778
Advisor
Griffin, Linda
Committee member
Dodds, Patricia; Wolfe, Joel
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3409838
ProQuest document ID
733021744
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/733021744
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