Teacher Perspectives About Using Formative Assessment

Evans, Robert H.; Clesham, Rose; Dolin, Jens; Hošpesová, Alena; Jensen, Sofie Birch; Nielsen, Jan Alexis; Stuchlíková, Iva; Tidemand, Sofie; Žlábková, Iva

doi:10.1007/978-3-319-63248-3_9

Cited by 5 publications

(5 citation statements)

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“…Another set of questions pertains to background variables and point to a finer grained analysis of activities in the LWGs. Previous analyses [27] showed mainly positive, yet somewhat mixed changes on each question for the whole cohort. We argue that the network analyses presented here have yielded greater understanding via our characterisation of the super groups.…”

Section: Discussionmentioning

confidence: 83%

“…The cohort consisted of 101 science and mathematics teachers from Local Working Groups in six participating European countries [27]. Teachers were locally selected based on teaching experience, subject expertise, and availability.…”

Section: Participating Teachers and Controlsmentioning

confidence: 99%

“…Unlike the STEBI-B questionnaire which assesses overall science teaching self-efficacy, each of these 12 items only assess one attribute of self-efficacy relative to formative assessment, independently of the others. These 12 items do not represent a standardized instrument to measure self-efficacy and have been analysed at the item level elsewhere [27]. Each was given in a 1 to 5 level Likert-type format with a sixth option of 'no response'.…”

Section: Self-efficacy Instrumentmentioning

confidence: 99%

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Network Analysis of Survey Data to Identify Non-Homogeneous Teacher Self-Efficacy Development in Using Formative Assessment Strategies

Bruun

Evans

2020

Education Sciences

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In a European project about formative assessment, Local Working Groups (LWGs) from six participating countries made use of a format for teacher-researcher collaboration. The activities in each LWG involved discussions and reflections about implementation of four assessment formats. A key aim was close collaboration between teachers and researchers to develop teachers’ formative assessment practices, which were partially evidenced with changes in attributes of self-efficacy. The research question was: to what extent do working with formative assessment strategies in collaboration with researchers and other teachers differentially affect individual self-efficacy beliefs of practicing teachers across different educational contexts? A 12-item teacher questionnaire, with items selected from a commonly used international instrument for science teaching self-efficacy, was distributed to the participating teachers before and after their work in the LWGs. A novel method of analysis using networks where participants from different LWGs were linked based on the similarities of their answers, revealed differences between empirically identified groups and larger super groups of participants. These analyses showed, for example, that one group of teachers perceived themselves to have knowledge about using formative assessment but did not have the skills to use it effectively. It is suggested that future research and development projects may use this new methodology to pinpoint groups, which seem to respond differently to interventions and modify guidance or instruction accordingly.

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Section: Discussionmentioning

confidence: 83%

Section: Participating Teachers and Controlsmentioning

confidence: 99%

Section: Self-efficacy Instrumentmentioning

confidence: 99%

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Network Analysis of Survey Data to Identify Non-Homogeneous Teacher Self-Efficacy Development in Using Formative Assessment Strategies

Bruun

Evans

2020

Education Sciences

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“…Desde el terreno de la cognición, en particular desde las TS, Fussengel (2008) y Rodrigo (1997) señalan la importancia de considerar el contexto o escenario desde donde surgen las TS y para los cuales aplican, porque algunas de estas representaciones tienen una funcionalidad restringida a este tipo de experiencias. Por lo tanto, al incorporarse la persona (e.g., un docente) en nuevas prácticas y contextos, sus TS son sometidas a prueba, generándose dos tipos de estrategias posibles: la necesidad de mantener las antiguas TS como forma de resistencia o la necesidad de adecuarlas, modificarlas o refinarlas para lograr ser funcional a estas nuevas prácticas (e.g., implementación de una nueva técnica) (Dann, 1994;Evans et al, 2018). Esta última es similar a la generación de conflictos cognitivos que ya había anunciado Carey (1985) para la modificación de las preconcepciones de estudiantes y docentes (Álvarez-Espinoza & Vera-Bachmann, 2015).…”

Section: Factores De Cambio De Teorías Subjetivas En Contextos Educatunclassified

“…Finalmente, este proceso de transformación se evidencia en (d) indicadores de cambio que dan cuenta de una asignación de sentido a esta nueva forma de pensar, un mayor sentido de autoeficacia (Evans et al, 2018) y de la funcionalidad en el medio, una toma de consciencia del cambio, y transformaciones en la complejidad, contenido y significado de las TS (Figura 1).…”

Section: Conclusionesunclassified