scholarly journals Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation

2021 ◽  
Vol 6 ◽  
Author(s):  
Heather Braund ◽  
Christopher DeLuca ◽  
Ernesto Panadero ◽  
Liying Cheng
Keyword(s):  
Formative Assessment ◽  
Phenomenological Study ◽  
Classroom Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
Student Thinking ◽  
Assessment Practices ◽  
Student Agency ◽  
Structured Interviews ◽  
The Relationship

Formative assessment practices have been theoretically connected to the development of self-regulation with mounting empirical evidence. Co-regulation is the process whereby a more capable individual (e.g., teacher or peer) attunes the behaviours, emotions, or cognitive processes of an individual (a student) to align with goals or expectations and is being recognized as a strategy for developing self-regulation. Formative assessment practices may facilitate co-regulation, however, much of the literature has focused on older student populations. This phenomenological study explored the relationship between formative assessment and co-regulation in eight Kindergarten classrooms. Eight Kindergarten teachers and four Early Childhood Educators (ECE) completed semi-structured interviews in 2019 during two time periods with each participant completing two interviews. To supplement the interviews, 56 h of classroom observations were completed in each classroom, totaling 448 h of observations across eight classrooms. Interviews were audio-recorded and transcribed verbatim. Qualitative data were analyzed thematically. Four themes emerged: 1) Authentic assessment and self-regulation practices, 2) Feedback as foundational, 3) Formative assessment and co-regulation have shared purposes, and 4) Connections between classroom assessment and co-regulation. Participants described their classroom assessment and self-regulation practices as authentic and natural for students while also providing examples of their interactions with students as a form of co-regulation. Feedback was articulated as foundational to both classroom assessment and co-regulation. Participants illustrated examples of feedback from peers (including through modified peer-assessment). Shared purposes between formative assessment and co-regulation placed students at the centre of the learning process, encouraging agentic behaviours, and scaffolding student thinking. The final theme underlined the need to broaden conceptualizations of assessment in Kindergarten. Findings suggested student agency as the bridge between classroom assessment and co-regulation, and a bidirectional, mutually supportive, relationship between formative assessment and co-regulation.

scholarly journals An Exploration of How Women Experience the Process of Intimate Partner Violence in Relationships Characterised by Bi-Directional Aggression.

2021 ◽  
Author(s):  
◽  
Annette Levine
Keyword(s):  
Intimate Partner Violence ◽  
Partner Violence ◽  
Self Regulation ◽  
Policy Research ◽  
Intimate Partner ◽  
Preventive Action ◽  
Structured Interviews ◽  
Future Directions ◽  
Widespread Access ◽  
The Relationship

<p>This qualitative study explored how women in New Zealand experienced the process of intimate partner violence in relationships with men, which were characterised by bi-directional aggression. Using thematic analysis, semi-structured interviews with 11 women who experienced bi-directionally aggressive relationships were analysed and four themes were identified that encompassed 1) the foundations of bi-directional aggression; 2) the nature of bi-directional aggression within the relationship; 3) how the women were stuck in the relationship, and; 4) moving forward. The findings indicate how the vulnerabilities to bi-directional aggression can develop from early life and perpetuate and exacerbate over time in the context of the relationship dynamic. This highlights the need to implement preventive action to support adaptive self-regulation development in young people and families, provide education about bi-directional aggression and widespread access to support and treatment resources for all genders. Further implications and future directions for policy, research and practice regarding bi-directional aggression are discussed.</p>

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

Teachers' self-efficacy and formative assessment of students: Moderating role of school goal structure

2020 ◽  
Vol 48 (6) ◽  
pp. 1-13
Author(s):  
Xiaoqing Xiang ◽  
Sichang Yum ◽  
Rong Lian
Keyword(s):  
Formative Assessment ◽  
Self Efficacy ◽  
Structural Equation ◽  
Moderating Effect ◽  
Equation Modeling ◽  
Assessment Practices ◽  
Goal Structure ◽  
Primary School Teachers ◽  
Mastery Goal ◽  
The Relationship

Although the importance of formative assessment of student progress has been well covered in previous studies, implementing formative assessment in the classroom requires targeted tools and educational policies. Therefore, we examined the factors that affect teachers' use of formative assessment practices and analyzed the moderating effect of the school's mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices. Participants were 507 Chinese primary school teachers, who completed a survey. Structural equation modeling results reveal that teachers' selfefficacy regarding formative assessment and perception of a school mastery goal structure each positively predicted the use of formative assessment practices. The moderating effect of the school mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices was also statistically significant. Our findings have implications for policy making and practice as well as for further studies regarding formative assessment of students.

Classroom Assessment to Support Teaching and Learning

2019 ◽  
Vol 683 (1) ◽  
pp. 183-200 ◽  
Author(s):  
Lorrie A. Shepard
Keyword(s):  
Formative Assessment ◽  
Standardized Tests ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Learning Support ◽  
Negative Effects ◽  
Grand Theory ◽  
Fine Grained ◽  
Proposed Model

Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progressions are examples of fine-grained models of learning, representing goals, intermediate stages, and instructional means for reaching those goals. A model for creating a productive classroom learning culture is proposed. Rather than seeking coherence with standardized tests, which undermines the learning orientation of formative assessment, I propose seeking coherence with ambitious teaching practices. The proposed model also offers ways to minimize the negative effects of grading on learning. Support for teachers to learn these new assessment practices is most likely to be successful in the context of professional development for new curriculum and standards.

scholarly journals Assessed into form

2017 ◽  
pp. 130-144 ◽  
Author(s):  
Robert Walldén
Keyword(s):  
Discourse Analysis ◽  
Formative Assessment ◽  
Critical Discourse Analysis ◽  
Teaching Methods ◽  
Peer Assessment ◽  
Self Regulation ◽  
Critical Discourse ◽  
Goods And Services ◽  
Private Actors

The aim of this article is to examine how the discourse of formative assessment is perpetuated and transformed in a Facebook group where teachers and other agents meet for discussions and to share advice about teaching methods. Drawing on concepts from critical discourse analysis (Fairclough 1993), the study shows how teachers position themselves as successful and devout practitioners of formative assessment, while perpetuating central concepts such as self-regulation and peer assessment. Additionally, the results show how teachers’ voices intermingle with private actors seeking to align formative ideals with requirements for certain goods and services. In light of these findings, the relation between formative discourse and discourses of marketization and performativity seems dialectic rather than oppositional. It is proposed that the resulting interdiscursive mix pushes teachers towards adopting market-­oriented identities, foregrounding not only the assessable behaviors of students but also those of their teachers.

scholarly journals Learning progressions as models and tools for supporting classroom assessment

2021 ◽  
Author(s):  
Alice Alonzo
Keyword(s):  
Large Scale ◽  
Classroom Assessment ◽  
Student Thinking ◽  
Assessment Practices ◽  
Learning Progressions ◽  
Complex Phenomena ◽  
Teacher Classroom

Like all models, learning progressions (LPs) provide simplified representations of complex phenomena. One key simplification is the characterisation of student thinking in terms of levels. This characterisation is both essential for large-scale applications, such as informing standards, but potentially problematic for smaller-scale applications. In this paper, I describe a program of research designed to explore the smaller-scale use of LPs as supports for teacher classroom assessment practices in light of this simplification. Based on this research, I conclude that LP levels may serve as a generative heuristic, particularly when teachers are engaged with evidence of the limitations of LP levels and supported to use LPs in ways that do not rely on their levels.

Formative assessment practices and children’s singing accuracy: A mixed methods inquiry

2019 ◽  
Vol 37 (4) ◽  
pp. 593-607
Author(s):  
Donna J. Gallo
Keyword(s):  
Mixed Methods ◽  
Treatment Group ◽  
Formative Assessment ◽  
Peer Assessment ◽  
Linear Regression Analysis ◽  
Second Grade ◽  
Control Group ◽  
Assessment Practices ◽  
Singing Accuracy ◽  
Teacher Professional

The purpose of this mixed methods study was to determine the effect of formative assessment strategies on second grade students’ singing accuracy and to examine how music educators planned for and enacted these practices. Student participants ( n = 63) were divided into three groups over a six-week period: (a) a partial treatment group where the teacher used data from the pretest to improve areas of singing weakness; (b) a full treatment group where the teacher used data to improve areas of weakness and engaged students in self- and peer-assessment techniques; and (c) a control group who received no formalized treatment. Linear regression analysis indicates that the “partial treatment” group had the largest gains in singing accuracy, but the case study analysis revealed that the teachers’ knowledge and values mediated their enactment of these practices as they adopted and adapted them in varied ways. The “partial treatment” teacher’s motivation and proclivity for creating new assessment practices indicates that gains in this group’s singing accuracy may have been due to teacher effects and not the strategies themselves. Implications for teacher professional development and practical considerations for embedding meaningful formative assessment in music contexts are provided.

scholarly journals Factors affecting teacher educators adoption of formative assessment strategies in the mathematics classroom

2021 ◽  
Vol 15 (4) ◽  
pp. 483-489
Author(s):  
Justice Enu
Keyword(s):  
Formative Assessment ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Case Study Research ◽  
Assessment Practices ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Major Factors

The purpose of this study was to look into the factors that influence mathematics teacher educators' formative assessment practices. This paper took a qualitative case study research design approach with six educators teaching mathematics in three teacher Colleges of Education in Ghana. The exploration focused on factors that hinders teacher educators use of formative assessment practices. Data were generated through the administration of semi – structured interviews and lesson observations. The qualitative data was analyzed using thematic analysis. Findings revealed that major factors which limit teacher educators formative assessment practices were: large class size, time, lack of transparency in assessment, and internal and external summative assessment issues. The factors limiting teacher educators' use of formative assessment (FA) discussed in this study are beneficial for teacher college administration in addressing the issues and educators in assisting pre-service teachers in eliminating these factors during their training and after passing out from the college of education to the teaching field. Based on the findings, it is recommended that a large scale study is conducted on factors that affect teachers formative assessment practices and the effect on students mathematics learning.

scholarly journals Exploring Teachers Practices of Classroom Assessment in Secondary Science Classes in Bangladesh

2018 ◽  
Vol 7 (4) ◽  
pp. 274
Author(s):  
Md. Mehadi Rahman
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Classroom Assessment ◽  
Peer Assessment ◽  
Secondary Science ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Science Classrooms ◽  
Secondary Science Teachers ◽  
Lesson Observation

The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.

scholarly journals Characteristics of academic adaptation and cognitive functions of students with disabilities

2020 ◽  
Vol 47 (5) ◽  
pp. 258-272
Author(s):  
Rail M. Shamionov ◽  
◽  
Marina V Grigorieva ◽  
Alexey V. Sozonnik ◽  
Elena S. Grinina ◽  
...  
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Cognitive Functions ◽  
Self Regulation ◽  
Cognitive Learning ◽  
Student Thinking ◽  
Attention Switching ◽  
State University System ◽  
Academic Adaptation ◽  
The Relationship

The correlation of the characteristics of academic adaptation and cognitive functions of students with disabilities will make it possible to develop the best strategies in implementing the principle of equal educational opportunities in higher educational institutions for all students. The purpose of this study is to analyze the relationship between the characteristics of academic adaptation and the cognitive functions of students with disabilities and without health restrictions. It is assumed that there is a specificity of cognitive functions and academic adaptation of students with HIA and without restrictions that contribute to academic adaptation and academic success. The study involved 419 students, including 32 (7.8%) students with disabilities. The following methods and techniques were used. The components of academic adaptation were measured using the academic adaptation scale (Shamionov R.M., Grigoriev M.V., Grinina E.S., Sozonnik A.V.). Methods included in the Practice-Moscow State University system were used to evaluate cognitive functions. To study the features of student thinking, the test "Complex analogies" was used, which allows you to identify verbal abilities (thinking by analogy). The assessment of the ability to concentrate and switch attention was carried out using the test "Red-black tables" (F.D. Gorbov). Assessment of students' logical thinking was performed using the Quantitative Relationships test. To evaluate the formal logical abilities and abilities for cognitive learning of students, the Standard Progressive Raven Matrices technique was used. Socio-demographic indicators were measured using the developed questionnaire. As a result of the study, the similarity of indicators of personal, emotional-evaluation, cognitive and motivational components of academic adaptation was established. The severity of psychophysiological (t=3.25; p<0.01) and communicative (t=2.05; p<0.05) components is lower in students with disabilities. Significant differences have been established in the main indicators of attention switching. Lower indicators of attention switching (t=2.82; p<0.02), low pace (t=2.39; p<0.03), accuracy (t=2.27; p<0.04) and productivity (t=2.63; p<0.02) were identified. The relationship between the characteristics of academic adaptation and cognitive functions is predominantly reduced not to the function itself, but to the general performance, time spent on solving certain problems. The higher success of studies at the university of those who have the ability to understand abstraction and complex logical (r=0.219; p<0.01) connections has been confirmed. Conclusions were drawn on the need to create conditions for the implementation of the principle of equal opportunities in the process of teaching students with disabilities in terms of individualizing the educational trajectory, creating conditions for improving communicative competence and mechanisms of psychophysiological self-regulation.

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