Investigating the dynamics of formative assessment: relationships between teacher knowledge, assessment practice and learning

Herman, Joan L.; Osmundson, Ellen; Dai, Yunyun; Ringstaff, Cathy; Timms, Michael J

doi:10.1080/0969594x.2015.1006521

Cited by 38 publications

(32 citation statements)

References 18 publications

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“…Feedback should not be a substitute for classroom instruction, nor for teacher contentpedagogical and assessment knowledge (Herman et al 2015). For example, telling pupils that they need to use more interesting vocabulary is not helpful if pupils have not learnt the vocabulary.…”

Section: What Has Been Learnt About the Intervention?mentioning

confidence: 99%

Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning

See

Gorard

Siddiqui

2015

Educational Research

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. ABSTRACT BackgroundThere is worldwide interest in improving the effectiveness of teachers and teaching. This paper considers two strands of that interest. It revisits the impact of using enhanced feedback from teachers to pupils as a way of improving attainment, and it looks at the feasibility of teachers using research evidence to create their own interventions. Current evidence on the causal impact of effective feedback on learning is unclear: many studies have mixed results, are small in scale, lack randomisation or are not conducted in real classroom conditions. Purpose The aim of this paper is to describe the experience of schools as they engage with research evidence to support their own enquiry into the effectiveness of feedback in the classroom. Research designThis study took place over one academic year, involving nine treatment schools in one local authority. The study involved teachers themselves using research findings to create an intervention, which took, as its focus, enhanced feedback in the classroom. Test results from these schools were compared to the results in five participating comparator schools, to the 49 other schools in the borough and to all state-funded primary schools in England. ResultsAlthough teachers showed that they could engage with research evidence, the study indicated that the process was complex in practice. In addition, the independent impact evaluation suggested that enhanced feedback in itself does not necessarily lead to improved pupil test performance. Discussion and conclusionsThe paper considers some of the challenges faced by teachers as they attempted to use research evidence, and discusses implications for schools wishing to use research evidence in practice. The findings of the study suggest that it may be feasible for practitioners to use research evidence to inform their own practice. However, to do it well would require clearer guidance, professional development and modelling of any strategies suggested. These findings have implications for policy on teacher development, and for the research community to make research outputs more comprehensible and accessible to research users.(Number of words: 298)

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Section: What Has Been Learnt About the Intervention?mentioning

confidence: 99%

Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning

See

Gorard

Siddiqui

2015

Educational Research

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“…This is not only to fill the gap between theories and practice of formative assessment, but also to overcome the barriers in adopting formative assessment practices and implement them effectively (Hondrich et al, 2015). Moreover, educational research mention, despite the teachers' assessment knowledge and pedagogical-content, teachers' assessment practices alone have positive relationship with student learning in formative assessment (Herman et al, 2015). However, educators identify several factors that would influence the teachers to adopt and implement formative assessment.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Perceptions on Factors Influence Adoption of Formative Assessment

Alotaibi¹

2018

JEL

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Even though teachers has positive attitude towards formative assessment, their perceptions on factors influence the adoption of formative assessment is crucial to implement various assessment strategies effectively. Therefore, survey conducted on perceptions of primary school teachers in Riyadh province of Saudi Arabia regarding 14 selected factors. By stratified random sampling, data is gathered from the teachers of 15 schools located in the Riyadh province of Saudi Arabia. 210 fully completed questionnaires are received. Interrelated factors also discussed with a sample of 25 teachers. Teachers slightly agreed on all the given factors. However, significant perceptional differences between teachers groups are intervened that mainly attributed to male and female teachers, teachers who attended training and not attended, younger and elder teachers, less tenured and more tenured teachers, and the teachers of different subjects. This study results is noteworthy for understanding the perceptions of teachers on factors influence adoption of formative assessment in primary schools. Factors deliberated in this study are useful to the school management to address the challenges of teachers in formative assessment that would help to minimize the barriers for effective implementation of formative assessment.

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“…The general framework could be a meaningful contribution to guide the design and evaluation of formative assessment and to enhance our reasoning on validity. For example, it emphasizes the importance of actual use by teachers and students, placing substantial demands on teachers’ content and pedagogical knowledge (Herman, Osmundson, Dai, Ringstaff, & Timss, ). To support the judgments and actions of the user, understandable score reports could be an important tool requiring careful design.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

A General Framework for the Validation of Embedded Formative Assessment

Otter¹,

Wools²,

Eggen³

et al. 2019

J Educational Measurement

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In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument‐based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework.

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Investigating the dynamics of formative assessment: relationships between teacher knowledge, assessment practice and learning

Cited by 38 publications

References 18 publications

Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning

Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning

Teachers’ Perceptions on Factors Influence Adoption of Formative Assessment

A General Framework for the Validation of Embedded Formative Assessment

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