Developing a Formative Assessment Protocol to Support Professional Growth

Autor/inn/en	Wylie, E. Caroline; Lyon, Christine J.
Titel	Developing a Formative Assessment Protocol to Support Professional Growth
Quelle	In: Educational Assessment, 25 (2020) 4, S.314-330 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2020.1766956
Schlagwörter	Formative Evaluation; Self Evaluation (Individuals); Peer Evaluation; Test Construction; Test Validity; Content Validity; Scoring Rubrics; Faculty Development; Elementary Secondary Education; Teacher Attitudes; Hawaii; Arkansas; Connecticut; North Carolina + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Scoring formulas; Auswertungsbogen; Lehrerverhalten
Abstract	To promote and support teachers' professional growth in using formative assessment practices in the classroom, we developed and piloted a suite of materials which consists of a set of rubrics for ten dimensions of formative assessment and six self-reflection/peer-observation tools. We describe the iterative development process, the design decisions and challenges, and the findings from an early pilot in which twenty-four educators from five states used the materials. We also report on a content validation study was conducted with seven subject matter experts who confirmed the importance of the ten formative assessment dimensions and did not identify any significant omissions. Finally we have preliminary findings from a group of teachers who engaged with a set of training modules to support their understanding of the rubrics before applying them to classroom practice through peer observation and feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01