Development of teachers’ perspective on formative peer assessment

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F21%3A43901432" target="_blank" >RIV/60076658:12410/21:43901432 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/abs/10.1080/09500693.2020.1713418?journalCode=tsed20" target="_blank" >https://www.tandfonline.com/doi/abs/10.1080/09500693.2020.1713418?journalCode=tsed20</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/09500693.2020.1713418" target="_blank" >10.1080/09500693.2020.1713418</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Development of teachers’ perspective on formative peer assessment

Popis výsledku v původním jazyce

Teachers’ understanding of formative assessment is quite essential for its implementation in everyday classroom practices [Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140–145]. This study investigates the development of teachers’ perspective on formative peer assessment when it is newly introduced into their teaching. A group of 18 science teachers participated in design-based research project in which they developed and enacted inquiry-based teaching units with embedded formative peer assessment instances. Teachers’ perspective on formative peer assessment was captured by means of group discussions and reporting tool at different stages of the project (before teaching the experimental units, after having taught the units and 20 months after that). Data were analysed by thematic analysis. The findings show that immersing teachers into this relatively new method, formative peer assessment, especially when they are co-investigating their own practice (in research project), may have significant impact on their conceptualisation and implementation of formative assessment in general.

Název v anglickém jazyce

Development of teachers’ perspective on formative peer assessment

Popis výsledku anglicky

Teachers’ understanding of formative assessment is quite essential for its implementation in everyday classroom practices [Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140–145]. This study investigates the development of teachers’ perspective on formative peer assessment when it is newly introduced into their teaching. A group of 18 science teachers participated in design-based research project in which they developed and enacted inquiry-based teaching units with embedded formative peer assessment instances. Teachers’ perspective on formative peer assessment was captured by means of group discussions and reporting tool at different stages of the project (before teaching the experimental units, after having taught the units and 20 months after that). Data were analysed by thematic analysis. The findings show that immersing teachers into this relatively new method, formative peer assessment, especially when they are co-investigating their own practice (in research project), may have significant impact on their conceptualisation and implementation of formative assessment in general.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

R - Projekt Ramcoveho programu EK

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

International Journal of Science Education

ISSN

0950-0693

e-ISSN

—

Svazek periodika

43

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

21

Strana od-do

428-448

Kód UT WoS článku

000507845000001

EID výsledku v databázi Scopus

2-s2.0-85078308562