Formative Assessment of Teachers in the Context of an Online Learning Environment

Autor/inn/en	Tinoca, Luis; Oliveira, Isolina
Titel	Formative Assessment of Teachers in the Context of an Online Learning Environment
Quelle	In: Teachers and Teaching: Theory and Practice, 19 (2013) 2, S.214-227 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2013.741836
Schlagwörter	Foreign Countries; Case Studies; Teacher Evaluation; Formative Evaluation; Faculty Development; Online Courses; Distance Education; Evaluation Methods; Questionnaires; Likert Scales; Critical Thinking; Reflection; Learning Processes; Self Control; Inservice Teacher Education; Measures (Individuals); Feedback (Response); Qualitative Research; Portugal + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Teacher appraisal; Lehrerbeurteilung; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Fragebogen; Likert-Skala; Kritisches Denken; Learning process; Lernprozess; Selbstbeherrschung; Lehrerfortbildung; Messdaten; Qualitative Forschung
Abstract	This case study looked at how an assessment strategy designed for an online learning environment can support teachers' professional development. More specifically, we intended to evaluate how a particular online assessment design can help the participating in-service teachers to recognize the added value of formative assessment, and promote their own use of formative assessment in their professional classroom practices. The presented assessment design consists of a combination of different, non-standard assessment methods in an online environment. We analysed data from 494 questionnaires, the participants' critical reflections about their learning and the participants' produced artefacts. The findings illustrate the participants' recognition of the formative character of the proposed assessment design, reflected not only by the high scores reported in seven of the eight themes explored, but also from the qualitative analysis of the participants' reflections and artefacts. Suggestions are offered for the improvement of the proposed assessment design, so as to better promote the formative character of assessment. In particular, implications for the development of formative assessment in online professional development are discussed taking into account its potential to promote the participants' self-regulatory learning processes. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10