Effects of Feedback Loop Model on Teachers' Attitudes, Self-Efficacy and Classroom Practices towards Formative Assessment

Autor/inn/en	Ole, Faith Celeste B.; Gallos, Marilou R.
Titel	Effects of Feedback Loop Model on Teachers' Attitudes, Self-Efficacy and Classroom Practices towards Formative Assessment
Quelle	In: International Journal of Research in Education and Science, 9 (2023) 1, S.55-75 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ole, Faith Celeste B.) ORCID (Gallos, Marilou R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	High School Teachers; Teacher Attitudes; Self Efficacy; Educational Practices; Formative Evaluation; Feedback (Response); Looping (Teachers); Models; Positive Attitudes; Self Esteem; Beliefs; Foreign Countries; Psychological Patterns; Attitude Change; Philippines + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Bildungspraxis; Analogiemodell; Self-esteem; Selbstaufmerksamkeit; Belief; Glaube; Ausland; Attitudinal change; Einstellungsänderung; Philippinen
Abstract	This research endeavor that aimed to determine the changes in the Senior High School (SHS) teachers' attitudes, self-efficacy, and classroom practices toward formative assessment (FA) as they implemented Feedback Loop Model (FLM) in their Physics classes was examined to assess any improvement in their attitudes, self-efficacy and teachers' FA practices. Using a concurrent triangulation design to address the objectives of this study, a convenient sampling method was employed. Out of the 23 teacher-participants who attended the webinar series on FLM, only 3 Physics teachers agreed and participated in the follow-up process, which requires implementing FLM in their classrooms. These teachers approved recording their online classes, which were used for observation by external observers or cross-examiners. Likewise, they agreed to keep journals or reflections as they implemented the FLM in their Physics classes. Results have shown that teachers' attitudes, self-efficacy, and classroom practices on FA were affected significantly, leading to positive attitudes toward utilizing the assessment and improved self-confidence in applying FA in their classes. Teachers were also able to manifest and build a classroom environment that supports formative assessment, signifying the positive effect of the FLM. Therefore, it is suggested that FLM be recommended to strengthen the use of FA by conducting more professional development programs. This way, teachers would have opportunities to refine their strategies and enhance collaboration and professional growth. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01