Formative Assessment and Teachers' Sensitivity to Student Responses

Haug, Berit S.; Ødegaard, Marianne

doi:10.1080/09500693.2014.1003262

Cited by 34 publications

(25 citation statements)

References 24 publications

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“…Haug and Ødegaard () describe a similar cycle as Ruiz‐Primo and Furtak (). Their cycle begins with teacher eliciting of student ideas, interpreting, and acting by adapting teaching or providing elaborative or confirmative feedback, at which point the cycle repeats itself.…”

Section: Literature Review: Formative Assessmentmentioning

confidence: 85%

“…Furtak et al () used a scoring scheme to evaluate how well teachers designed and then implemented FA as they progressed through a PD program. Haug and Ødegaard () developed and implemented a coding scheme to analyze classroom transcripts for how teachers notice and use student thinking.…”

Section: Literature Review: Formative Assessmentmentioning

confidence: 99%

“…It has also been studied according to responsiveness to substance (Coffey et al, ), and responsiveness to building on student ideas (Thompson et al, ). Research has also been devoted to developing models that describe how different elements of FA fit together (Cowie & Bell, ; Haug & Ødegaard, ; Kang & Anderson, ; Ruiz‐Primo & Furtak, ; Sezen‐Barrie & Kelly, ). This paper describes our approach to modeling FA enactment as we synthesize aspects of others' elements and models.…”

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confidence: 99%

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Characterizing the formative assessment enactment of experienced science teachers

et al. 2020

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Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.We developed a coding scheme through a validation-in-use approach to characterize teachers' practices using three streams of data that included teachers' self-interviews about the purposes and outcomes of their FAs, our analysis of their noticing/interpreting and acting, and their comments on intentions behind the teaching acts they considered significant.In contrast to cycles of eliciting-noticing-interpreting-acting, we found noticing/interpreting to be central to FA enactment, driving teachers' eliciting or advancing acts. We characterized ways of noticing/interpreting as more authoritative or dialogic and observed that eliciting acts and advancing acts occurred along a similar range. Teachers' in-the-moment purposes and larger learning goals were synthesized as they made choices about teaching acts. The model is framed in terms of utility to teachers to examine their own FA practices, with the aim of becoming better equipped to strategically enact FA in intentional ways to achieve their purposes.

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Section: Literature Review: Formative Assessmentmentioning

confidence: 85%

Section: Literature Review: Formative Assessmentmentioning

confidence: 99%

mentioning

confidence: 99%

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Characterizing the formative assessment enactment of experienced science teachers

et al. 2020

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“…Teachers probe the learners' performance and knowledge and adapt their instruction through formative assessment (Black, 2009;Buck, Trauth-Nare, & Kaftan, 2010;Haug & Ødegaard, 2015;Ruiz-Primo & Furtak, 2007;Ruiz-Primo, 2011). This has been argued to be one of the fundamental mechanisms for learning and also for improving learning gains (Black & Wiliam, 1998;Jordan & Putz, 2004).…”

Section: Discussionmentioning

confidence: 99%

Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study

Lehtinen

Viiri

2016

J Sci Educ Technol

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“…Making adjustment of instruction to address classroom or individual learning needs is also an important use of assessment results to support learning. However, as researchers indicate using discipline-specific strategies to adjust instruction is difficult for teachers (Coffey et al, 2011; and most teachers just prefer to use same way to re-teach or revisit related content if the results of assessments did not satisfy them (Haug & Ødegaard, 2015;Harshman & Yezierski, 2017). Thus, teachers need to know how to differentiate instruction to meet the needs of their students by using discipline-specific productive strategies.…”

Section: Assessment Literacymentioning

confidence: 99%

Investigation of an Alternatively Certified New High School Chemistry Teacher’s Assessment Literacy

İzci

Siegel²

2019

International Journal of Education in Mathematics, Science and Technology

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Assessing student learning to adapt instruction to support learning is an important skill all teachers need to develop. However, it is not an easy task for teachers and even more difficult for new teachers. The current study aims to explore an alternatively certified new chemistry teacher"s understanding and practices of classroom assessment to help educators and researchers to support teachers" assessment literacies. This study used holistic case study design to explore the teacher"s assessment literacy. Pre/reflective interviews, observations, classroom artifacts, including assessment tasks and a survey, were used as data sources. The results suggest that, in theory, the teacher"s understanding of assessment aligned with current view of assessment as she mostly valued formative function of assessment while, in practice, the teacher faced difficulties to practice assessment as she preferred and did not select and use appropriate assessment tasks to accomplish her aims, such as supporting conceptual learning.

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Formative Assessment and Teachers' Sensitivity to Student Responses

Cited by 34 publications

References 24 publications

Characterizing the formative assessment enactment of experienced science teachers

Characterizing the formative assessment enactment of experienced science teachers

Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study

Investigation of an Alternatively Certified New High School Chemistry Teacher’s Assessment Literacy

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