Teacher perspectives about using formative assessment

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F18%3A43897147" target="_blank" >RIV/60076658:12410/18:43897147 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1007/978-3-319-63248-3_9" target="_blank" >http://dx.doi.org/10.1007/978-3-319-63248-3_9</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-319-63248-3_9" target="_blank" >10.1007/978-3-319-63248-3_9</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teacher perspectives about using formative assessment

Popis výsledku v původním jazyce

This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first ‘teacher perspective’ is about changes in teacher self-efficacies while using formative assessment methods as monitored by a pre- and post-teacher questionnaire. Teachers who tried the unfamiliar formative methods of assessment (see introductory book chapter for these methods) as well as their colleagues who did not were surveyed. The second ‘teacher perspective’ examines changes in teachers’ subjective theories while trying project-specific formative assessment methods in Czech Republic. Analyses are done through case studies and interviews. The final part of the chapter looks at teacher perspectives while using an Internet-based application to facilitate formative assessment. The teacher use of the application and their feedback about its utility are discussed.

Název v anglickém jazyce

Teacher perspectives about using formative assessment

Popis výsledku anglicky

This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first ‘teacher perspective’ is about changes in teacher self-efficacies while using formative assessment methods as monitored by a pre- and post-teacher questionnaire. Teachers who tried the unfamiliar formative methods of assessment (see introductory book chapter for these methods) as well as their colleagues who did not were surveyed. The second ‘teacher perspective’ examines changes in teachers’ subjective theories while trying project-specific formative assessment methods in Czech Republic. Analyses are done through case studies and interviews. The final part of the chapter looks at teacher perspectives while using an Internet-based application to facilitate formative assessment. The teacher use of the application and their feedback about its utility are discussed.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Transforming Assessment: Through an Interplay Between Practice, Research and Policy

ISBN

978-3-319-63247-6

Počet stran výsledku

9

Strana od-do

227-248

Počet stran knihy

295

Název nakladatele

Springer International Publishing

Místo vydání

Cham

Kód UT WoS kapitoly

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