Formative Assessment and Teachers' Sensitivity to Student Responses

Autor/inn/en	Haug, Berit S.; Ødegaard, Marianne
Titel	Formative Assessment and Teachers' Sensitivity to Student Responses
Quelle	In: International Journal of Science Education, 37 (2015) 4, S.629-654 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.1003262
Schlagwörter	Formative Evaluation; Feedback (Response); Teacher Student Relationship; Elementary School Teachers; Curriculum Implementation; Science Instruction; Elementary School Science; Scientific Concepts; Science Process Skills; Pedagogical Content Knowledge; Knowledge Level; Teacher Effectiveness; Concept Formation; Scientific Literacy; Integrated Curriculum; Science Education; Foreign Countries; Observation; Semi Structured Interviews; Video Equipment; Norway + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Wissensbasis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Concept learning; Begriffsbildung; Naturwissenschaftliche Bildung; Ausland; Beobachtung; Norwegen
Abstract	Formative assessment, and especially feedback, is considered essential to student learning. To provide effective feedback, however, teachers must act upon the information that students reveal during instruction. In this study, we apply a framework of formative assessment to explore how sensitive teachers are to students' thoughts and ideas when teaching for conceptual understanding. Six elementary school teachers were interviewed and videotaped as they implemented a curriculum that emphasized the teaching of key science concepts through different modes of learning (doing, reading, writing, and talking). We created four main categories for fostering conceptual understanding: identifying learning goals, eliciting student information, interpreting student information, and acting. Findings indicate that elementary school teachers with low levels of pedagogical content knowledge in science do not always know the key concepts of a scientific idea or how to teach them to increase student learning. Therefore, teachers' interpretation of students' responses and their subsequent actions are not likely to be aligned to the scientific idea the key concepts represent. We suggest that teachers need support to identify the key concepts within the discipline of science. Equally important is to realize that to make meaning, these concepts must be taught in a context and in relation to other words within the discipline. (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	2020/1/01