Possibilities of using formative evaluation in primary education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F20%3A50016633" target="_blank" >RIV/62690094:18440/20:50016633 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/inted.2020.0227" target="_blank" >http://dx.doi.org/10.21125/inted.2020.0227</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2020.0227" target="_blank" >10.21125/inted.2020.0227</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Possibilities of using formative evaluation in primary education

Popis výsledku v původním jazyce

A formative evaluation is any evaluation that provides useful information regarding a student&apos;s current state of knowledge and skills. Especially useful in the sense that they know what their current level is and what they need to know in order to learn something else. For formative evaluation, it isn&apos;t possible to end with the distinction offered by classifications, but it is necessary to inform pupils about what they&apos;ve learned, what they haven&apos;t yet learned and how to continue learning. The main argument for using formative evaluation is that pupils achieve better results, improve the working climate in the classroom and learn to accept evaluation as a natural part of life. The aim of this paper is to find out how teachers use formative evaluation in teaching, to describe the strategies they choose to implement formative evaluation in teaching, and to identify the pros and cons they attribute to formative assessment. As it is a more extensive research project, only selected data from the qualitative part of the research are presented. A semi-structured interview was chosen as the main research method. The research group consists of six primary school teachers. The obtained data are processed using the anchored theory method. The results show that formative evaluation is used quite often in Czech schools at the first grades, it is taken as something natural. As the main cause, teachers mention relevant feedback that can inspire and motivate pupils to further learning, as it is not merely a descriptive expression of performance evaluation as in classification. It is a paradox that, although teachers use formative evaluation, in many cases they don&apos;t know that they&apos;re applying this type of evaluation in practice

Název v anglickém jazyce

Possibilities of using formative evaluation in primary education

Popis výsledku anglicky

A formative evaluation is any evaluation that provides useful information regarding a student&apos;s current state of knowledge and skills. Especially useful in the sense that they know what their current level is and what they need to know in order to learn something else. For formative evaluation, it isn&apos;t possible to end with the distinction offered by classifications, but it is necessary to inform pupils about what they&apos;ve learned, what they haven&apos;t yet learned and how to continue learning. The main argument for using formative evaluation is that pupils achieve better results, improve the working climate in the classroom and learn to accept evaluation as a natural part of life. The aim of this paper is to find out how teachers use formative evaluation in teaching, to describe the strategies they choose to implement formative evaluation in teaching, and to identify the pros and cons they attribute to formative assessment. As it is a more extensive research project, only selected data from the qualitative part of the research are presented. A semi-structured interview was chosen as the main research method. The research group consists of six primary school teachers. The obtained data are processed using the anchored theory method. The results show that formative evaluation is used quite often in Czech schools at the first grades, it is taken as something natural. As the main cause, teachers mention relevant feedback that can inspire and motivate pupils to further learning, as it is not merely a descriptive expression of performance evaluation as in classification. It is a paradox that, although teachers use formative evaluation, in many cases they don&apos;t know that they&apos;re applying this type of evaluation in practice

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název statě ve sborníku

International technology, education and development conference (INTED 2020)

ISBN

978-84-09-17939-8

ISSN

2340-1079

e-ISSN

—

Počet stran výsledku

6

Strana od-do

565-570

Název nakladatele

IATED

Místo vydání

Valencia

Místo konání akce

Valencia, SPAIN

Datum konání akce

2. 3. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000558088800098