scholarly journals What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom

2021 ◽  
Vol 6 ◽  
Author(s):  
Judith Gulikers ◽  
Marijke Veugen ◽  
Liesbeth Baartman
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Student Behavior ◽  
Self Regulation ◽  
Teacher Behavior ◽  
Development Project ◽  
Formative Assessments ◽  
Student Perspective ◽  
Self Regulated Learning ◽  
Five Phases

Formative assessment has the potential to incite co-regulatory activities that foster student’s development of self-regulatory skills. Teacher often intend to use formative assessment to foster self-regulation. However, this requires purposeful interaction between students and teachers. To improve co-regulatory formative assessment implementation, research and professional development needs to pay attention to what co-regulatory formative assessment look like. This participatory study explores if and how the process of formative assessment–described in five phases of the formative assessment cycle –facilitates teachers to explicate concrete student and teacher behavior in their formative classroom that intends to stimulate self-regulated learning. Teachers of a longitudinal formative assessment professional development project participated in three activities in which a variety of data was collected. The results show that using the five phases of the formative assessment cycle helps to concretize co-regulatory formative assessment behavior that relates to various phases of regulation. They also show that starting from a student perspective, explicating expected student behavior and using this to explicate related teacher behavior, challenges teacher’s formative assessment intentions and implementations. The activities make teachers realize the importance of purposefully designing co-regulatory formative assessments. Teachers explicated examples describe actual student-teacher co-regulatory interactions in the formative classroom and they are found to differ in the extent to which they are teacher-directed or student-directed. This challenges our thinking on the co-regulation processes incited by formative assessments and how this can stimulate students to develop self-regulatory skills.

The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment

2018 ◽  
pp. 1737-1760
Author(s):  
Drew Polly ◽  
Christie Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David K. Pugalee ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Formative Assessment ◽  
Teaching Practice ◽  
Primary Grades ◽  
Primary Teachers ◽  
Development Project ◽  
Assessment Practices ◽  
Face To Face ◽  
Assessment Skills

Formative assessment continues to be heralded as a high-leverage teaching practice that has empirical links to student achievement. This chapter describes the design and influences of a year-long professional development project focused on supporting primary grades teachers' with formative assessment skills in mathematics. The professional development was a blended format that included face-to-face workshops as well as classroom-based activities that were presented and facilitated through an online asynchronous format. Findings from the study indicated that teachers' enacted evidence of various aspects of TPACK, but there was variance in terms of how teachers implemented pedagogies. Implications for the design of professional development focused on formative assessment include the need to situate teachers' learning in their classroom, and provide ongoing multiple modes of support to help teachers enact formative assessment practices.

scholarly journals Developing Self-Regulation by Using Reflective Support in a Video-Digital Microteaching Environment

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Zehavit Kohen ◽  
Bracha Kramarski
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Real Time ◽  
Information Management ◽  
Self Regulation ◽  
Teaching Experience ◽  
Optimum Level ◽  
Self Regulated Learning ◽  
Coding Scheme ◽  
Teaching Anxiety

Recent research efforts have established that self-regulated learning (SRL) is necessary for teachers to attain successful professional development. Our study addresses two central questions: under what conditions in preservice teachers' education can SRL processes be enhanced to the optimum level, and how can we assess these processes? The participants of the study were ninety-seven preservice teachers, who were engaged in real-time teaching in a video-digital Microteaching environment. Each participant was randomly assigned to one of two groups: reflective support (RS) for SRL or no support (NS) for SRL. Participants in the RS group were explicitly exposed to SRL aspects and were directed to address these aspects in their reflective discussions of the teaching experience. The SRL process was measured as an online event during real-time teaching exercises, based on a coding scheme developed for this study to identify and assess the SRL skills by two major aspects: metacognition (planning, information management, monitoring, debugging, and evaluating) and motivation (interest and value, self-efficacy, and teaching anxiety). Results indicate that the RS group outperformed the NS group in all SRL measures. Implications for reflective support for SRL and event measures of real-time observations of preservice teachers' SRL are discussed.

scholarly journals The impact of formative assessment on self-regulating learning in university classrooms

2016 ◽  
Vol 4 (1) ◽  
pp. 99 ◽  
Author(s):  
Fisseha Mikre Weldmeskel ◽  
Dreyer Johann Michael
Keyword(s):  
Formative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
Intervention Group ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Psychology Course ◽  
The Impact

This study describes the extent of which the use of quality formative assessment on lessons of a course involves the students as self-regulated learners. There is an increased interest among educational researchers to observe improvement of student self-regulation on learning. The predominant use of summative assessment remains a challenge to helping students develop self-regulation skills in learning and assessment. Quality formative assessment includes formative feedback, self-assessment and peer assessment. The study followed a partially mixed sequential research design and applied a quasi-experimental intervention that lasted for six weeks where six educators applied quality formative assessment on lessons of a general psychology course for intervention group students (N=191). The quantitative data were collected by self-regulated learning questionnaire before and after the use of quality formative assessment on lessons. The qualitative data were collected by focus group discussions with the students. The students’ perceptions on self-regulating learning were compared between the intervention (N=191) and the comparison (N=187) group of students. The quantitative analysis used t-test and biserial correlation and proved the presence of statistically significant difference between the two groups in perceiving the self-regulation of learning. Moreover, effect size estimate (Cohen’s d) was used to provide a strong validation on the variation between the two groups for the measure of self-regulating learning. Recommendations were made to promote the use of quality formative assessment aiming at the improvement of student self-regulation on learning and assessment in university classes.

scholarly journals Formative Assessment and Self-Regulated Learning during Pandemic Era

2021 ◽  
Vol 9 (2) ◽  
pp. 72
Author(s):  
Ai Fatmawati ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Self Regulation ◽  
Immediate Feedback ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Efl Teachers ◽  
Regulated Learning ◽  
Assessment Techniques

During online learning in Covid-19 outbreak, self-regulation is needed more due to the different learning situation and distance between student and teacher. One of the ways to support student self-regulated learning in EFL classes is through the implementation of formative assessment. The aim of this study is to find out the formative assessment that EFL teachers use in online learning and how they perceive the role of formative assessment in supporting students’ self-regulated learning. To get the data, questionnaire adapted from Gan et al. (2019); Pat-El et al. (2013) was utilized. Interviews also were conducted to get deeper understanding about the findings obtained through questionnaire. The findings revealed that during online learning, EFL teachers used a variety of formative assessment techniques, using online platforms that were easy to use. They agreed that students need to have self-regulated learning skills during online learning. However, some of them did not know for sure that the formative assessment they conducted could enhance students’ self-regulated learning since only some students submitted their work. Further research can be done to find out strategies to implement formative assessment using technologies or tools utilized in online learning where the students can get immediate feedback and use it to help them improve their learning.

scholarly journals Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

2016 ◽  
Vol 4 (1) ◽  
pp. 160 ◽  
Author(s):  
Nguyen Thi Do Quyen ◽  
Ahmad Zamri Khairani
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Development Program ◽  
Formative Assessments ◽  
Future Research ◽  
Development Programs ◽  
Asian Countries ◽  
Future Studies ◽  
Inadequate Knowledge ◽  
Micro Level

This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso- and macro- level) based on Kozma’s model, which examines contextual factors influencing teachers’ classroom instructional practice as well as inherent disadvantages of formative assessment, namely, being time-consuming and demanding a heavy workload. The findings showed that the majority of challenges were on the micro and macro-levels, and were basic formative assessment disadvantages. Significantly, 80 percent of the studies reviewed reported inadequate knowledge of formative assessment among teachers at the micro-level. This is a vital issue for future research on formative assessment in Asian countries and highlights the need to draw more attention to training teachers through effective professional development programs. Future studies in this area should focus on practical formative assessment activities to reconcile formative assessment theories within the Asian culture and conditions.

What Do Primary Teachers Take Away From Mathematics Professional Development?

2019 ◽  
pp. 340-362
Author(s):  
Christie Martin ◽  
Drew Polly ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Primary Teachers ◽  
Development Project ◽  
Assessment System ◽  
Assessment Practices ◽  
High Fidelity ◽  
Purposeful Sampling

This chapter shares the findings from a year-long professional development (PD) experience, Assessment Practices to Support Mathematics Learning and Understanding for Students (APLUS). The project provided over 80 hours of professional development to primary teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This inductive study used purposeful sampling to explicitly compare data for high fidelity and low fidelity teacher-participants in the professional development project. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers conveyed challenges that prevented them from engaging in the program as intended. Implications for future online professional development designs are to create more activities that foster deeper analysis and reflection, identify high fidelity teachers that could serve as mentors, and provide support for low fidelity teachers.

Embedding Formative Assessment in the Mathematics Classroom Through Writing, Discourse, and the Use of Digital Tools

2020 ◽  
pp. 194-205
Author(s):  
Christie Sullivan Martin ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Mathematics Classroom ◽  
Classroom Teacher ◽  
Development Project ◽  
Instructional Materials ◽  
Assessment Process ◽  
Instructional Decisions ◽  
Ongoing Support

Formative assessment in mathematics involves a multi-faceted process of determining what data to collect, collecting data, analyzing data, and interpreting data to make and implement future instructional decisions. In this chapter we describe two separate efforts; one where the first author served a classroom teacher and used various writing activities in the process of formative assessment, and one where hundreds of teachers in North Carolina completed a year-long professional development project focused on the use of the digital formative assessment tool, AMC Anywhere, and related instructional materials. Implications for these projects include a need to provide ongoing support in all aspects of the formative assessment process so that teachers see each aspect as part of a larger picture.

The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment

2016 ◽  
pp. 382-405 ◽  
Author(s):  
Drew Polly ◽  
Christie Martin ◽  
Chuang Wang ◽  
Richard Lambert ◽  
David K. Pugalee ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Formative Assessment ◽  
Teaching Practice ◽  
Primary Grades ◽  
Primary Teachers ◽  
Development Project ◽  
Assessment Practices ◽  
Face To Face ◽  
Assessment Skills

Formative assessment continues to be heralded as a high-leverage teaching practice that has empirical links to student achievement. This chapter describes the design and influences of a year-long professional development project focused on supporting primary grades teachers' with formative assessment skills in mathematics. The professional development was a blended format that included face-to-face workshops as well as classroom-based activities that were presented and facilitated through an online asynchronous format. Findings from the study indicated that teachers' enacted evidence of various aspects of TPACK, but there was variance in terms of how teachers implemented pedagogies. Implications for the design of professional development focused on formative assessment include the need to situate teachers' learning in their classroom, and provide ongoing multiple modes of support to help teachers enact formative assessment practices.

Formative assessment as one of the ways to support the child in the learning process

2021 ◽  
Vol 604 (9) ◽  
pp. 15-26
Author(s):  
Edyta Ćwikła
Keyword(s):  
Formative Assessment ◽  
Learning Strategies ◽  
Learning Process ◽  
First Graders ◽  
Self Regulation ◽  
School Class ◽  
Self Regulated Learning ◽  
The Core ◽  
Assessment Feedback ◽  
Four Levels

The aim of this article is to show formative assessment as one of the ways to support first graders in guiding their learning process, an important element of which is self-regulation. It is the core around which the skills of first graders are built up. It becomes possible by directing their actions in speech and practice. Particular attention was paid to one of the elements of the formative assessment: feedback, appearing during the dialogue between the teacher and the student. I refer to John Hattie’s model (2015), describing four levels of feedback: task, process, self-regulation and “me”, and the main questions functioning at each of these levels. Levels and questions allow us to notice that feedback is not related to grading, but is information current in action, helping students to make progress on the basis of data reducing the gap between where they are and where they should be. It is important because if the student receives it on an ongoing basis, then he/she is best able to perform his/her tasks and activities. Self-regulation is the basis of education in the school class, which should be a space for its shaping. This approach of self-regulation allows us to see the first grader as an active, innovative and curious person. This requires a shift from summative grading to equipping students with a variety of self-regulated learning strategies.

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