Elementary Teachers' Formative Evaluation Practices in an Era of Curricular Reform in Quebec, Canada

Autor/inn/en	Thomas, Lynn; Deaudelin, Colette; Desjardins, Julie; Dezutter, Olivier
Titel	Elementary Teachers' Formative Evaluation Practices in an Era of Curricular Reform in Quebec, Canada
Quelle	In: Assessment in Education: Principles, Policy & Practice, 18 (2011) 4, S.381-398 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2011.590793
Schlagwörter	Class Activities; Learning Activities; Formative Evaluation; Foreign Countries; Elementary School Teachers; Teaching Methods; Educational Practices; Experienced Teachers; Teacher Student Relationship; Interviews; Classroom Observation Techniques; Teaching Styles; Teacher Attitudes; Educational Strategies; Canada + Suchen Sie Ihr Suchwort? Lernaktivität; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Lehrstil; Unterrichtsstil; Lehrerverhalten; Lehrstrategie; Kanada
Abstract	This study examines the formative evaluation practices of 13 experienced elementary school teachers in Quebec, Canada at the level of teacher-student interaction. The qualitative study is based on both semi-structured and stimulated recall interviews as well as videotapes of classroom activities. The participating teachers were found to be using formative evaluation in a spontaneous, informal way and focussing more often on the product rather than the learning process, although differences were seen between approaches used by teachers of grade one students as opposed to approaches used by teachers of older elementary students. The study demonstrates a link between teacher conceptions and their evaluation practices, and raises questions about how experienced teachers interpret and integrate formative evaluation in their classroom routines. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10