Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing

Yin, Xinying; Buck, Gayle A.

doi:10.1016/j.tate.2018.12.018

Cited by 19 publications

(21 citation statements)

References 32 publications

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“…This might be due to such assessments having to be clearly linked to the taught, or to be taught, content for the realization of effective formative assessment (Hondrich et al 2016). Collaborating with teachers and providing content-specific assistance is viewed as a fruitful way to improve teachers' abilities to effectively use formative assessment in their classrooms (Kim 2019;Yin and Buck 2019). Our study is designed to learn more about the feasibility and effectiveness of supporting primary school teachers in the development and use of domain-and topic-specific classroom assessment in mathematics.…”

Section: Introductionmentioning

confidence: 99%

Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement

Veldhuis

Heuvel–Panhuizen

2019

Math Ed Res J

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In a three-phase study, with a total of 40 third-grade teachers and their 830 students, teachers were supported to use classroom assessment techniques (CATs) to reveal their students' knowledge of number operations. In phase I, four teachers and 66 third-grade students participated in five monthly workshops in which CATs were co-designed and their use was discussed. In phase II, the first phase was replicated with four workshops with six different teachers and 148 third-grade students. In these two exploratory phases, we evaluated student achievement on a standardized national mathematics test in a pre-/posttest design and compared changes herein to changes in the national norm sample. In phase III, a control condition was added to the design to experimentally investigate the effect on student achievement with 30 teachers and 616 third-grade students. Teachers were randomly assigned to participate in 0, 1, 2, or 3 1-hour workshops. In all three phases, we found a significant increase in students' mathematics achievement scores on the standardized mathematics test. In phase III, the increase was significantly larger in the classes of teachers participating in three workshops than in classes with less workshops. Additionally, results from the analysis of classroom observations, feedback forms, and interviews indicate that teachers could easily integrate the CATs into their practice and could gather valuable information on their students. The results from the different phases of this study combined indicate that supporting teachers in their development and use of classroom assessment in mathematics may contribute to the improvement of students' mathematics achievement.

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Section: Introductionmentioning

confidence: 99%

Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement

Veldhuis

Heuvel–Panhuizen

2019

Math Ed Res J

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“…One study (Yin and Buck 2019) used collaborative action research to negotiate the conception of formative assessment by the teachers. Two qualitative studies (Van der Nest, Long, and Engelbrecht 2018; Beesley et al 2018) focused on teachers' professional development while three studies (Brink and Bartz 2017;Cisterna and Gotwals 2018;Lyon, Oláh, and Wylie 2019) focused on the implementation of formative assessment.…”

Section: Five Strategies Combinedmentioning

confidence: 99%

Role of Formative Assessment in Improving Students’ Motivation, Engagement, and Achievement: A Systematic Review of Literature

Wafubwa¹

2020

The International Journal of Assessment and Evaluation

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There is an increasing focus on formative assessment as education systems all over the world try to incorporate 21st-century skills in their curriculums. Formative assessment has been considered one of the best approaches to teaching and assessing 21st-century competencies, which are crucial in addressing the current economic challenges. This review of thirty-eight empirical studies was done to find out how the key strategies of formative assessment have been conceptualized and their effect on students' motivation, engagement, and achievement. The analysis revealed that some strategies like the use of discussion have not been studied empirically. Other strategies such as learning intentions, success criteria, and selfassessment have only been used to a lesser extent. The analysis showed a positive influence of formative assessment strategies on students' motivation, engagement, and achievement. The results of this analysis provide a roadmap in the advancement of the theory of formative assessment and direction for future inquiry.

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“…Biçimlendirici değerlendirmenin teorik katkıları alanyazında, özellikle de erken çocukluk dönemi öğrenme ortamlarında vurgulanmasına rağmen, bu kritik konuda sınırlı çalışmalar bulunmaktadır. Biçimlendirici değerlendirme aynı zamanda öğretmen eğitimi ve öğretim programlarında teorik olarak vurgulanmaktadır, ancak öğretmenlerin öğrenmeyi desteklemek için uygularken zorluklar ve çatışmalar yaşadıkları da belirtilmektedir (Black & William, 2005;Yin & Buck, 2019). Mevcut araştırmalar, öğretmenlerin sınıflarında biçimlendirici değerlendirme uygulamaları konusunda kendilerini yeterli hissetmediklerini göstermektedir (Aydın, 2005;Çakan, 2004;Pilten, 2001).…”

Section: Türkçe Sürüm Girişunclassified

“…Though the theoretical contributions of formative assessment are well documented in the literature, especially in early childhood learning environments, there are limited studies on this critical issue. Formative assessment is also theoretically highlighted in teacher education and training programs, yet it is also pointed out that teachers do experience difficulties and conflicts while practicing it to support learning (Black & William, 2005;Yin & Buck, 2019). Existing studies indicate that teachers do not feel confident implementing formative assessment in their classrooms (Aydın, 2005;Çakan, 2004;Pilten, 2001).…”

Section: Introductionmentioning

confidence: 99%

Improving early childhood teachers’ formative assessment practices: Transformative role of collaborative action research

Aras

2019

ijocis

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The aim of this study is to investigate the change process of early childhood teachers’ formative assessment practices via collaborative action research. Formative assessment contributes to children’s development and learning process and also guides teachers on instructional decisions. Although research emphasizes the importance of formative assessment, teachers encounter difficulties while implementing it in their classrooms. Three early childhood teachers participated in this qualitative study, and the data were gathered through interviews and observations. The findings about the teachers’ change processes revealed that despite the difficulties experienced; teachers began to conduct systematic observation, document children’s development and learning, and use assessment data for their further plans. The transformative power of action research in changing teachers’ practices is highlighted in this study.

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Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing

Cited by 19 publications

References 32 publications

Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement

Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement

Role of Formative Assessment in Improving Students’ Motivation, Engagement, and Achievement: A Systematic Review of Literature

Improving early childhood teachers’ formative assessment practices: Transformative role of collaborative action research

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