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Autor/inn/en | Hondrich, Annika Lena; Hertel, Silke; Adl-Amini, Katja; Klieme, Eckhard |
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Titel | Implementing Curriculum-Embedded Formative Assessment in Primary School Science Classrooms |
Quelle | In: Assessment in Education: Principles, Policy & Practice, 23 (2016) 3, S.353-376 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0969-594X |
DOI | 10.1080/0969594X.2015.1049113 |
Schlagwörter | Elementary School Science; Formative Evaluation; Program Implementation; Fidelity; Elementary School Teachers; Observation; Pedagogical Content Knowledge; Science Instruction; Elementary School Students; Misconceptions; Foreign Countries; Faculty Development; Workshops; Likert Scales; Germany Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Ausland; Lernwerkstatt; Schulung; Likert-Skala; Deutschland |
Abstract | The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers' implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers' implementation fidelity was evaluated via classroom observations student ratings and an analysis of students' workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers' implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers' pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success. (As Provided). |
Anmerkungen | 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 |