Teacher perspectives about using formative assessment

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

Teacher perspectives about using formative assessment. / Evans, Robert Harry; Clesham, Rose; Dolin, Jens; Hošpesová, Alena; Jensen, Sofie Birch; Nielsen, Jan Alexis; Stuchlíková, Iva; Tidemand, Sofie; Žlábková, Iva.

Transforming assessment: Through an interplay between practice, research and policy. ed. / Jens Dolin; Robert Evans. Springer, 2018. p. 227-248 (Contributions from Science Education Research, Vol. 4).

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Evans, RH, Clesham, R, Dolin, J, Hošpesová, A, Jensen, SB, Nielsen, JA, Stuchlíková, I, Tidemand, S & Žlábková, I 2018, Teacher perspectives about using formative assessment. in J Dolin & R Evans (eds), Transforming assessment: Through an interplay between practice, research and policy. Springer, Contributions from Science Education Research, vol. 4, pp. 227-248. https://doi.org/10.1007/978-3-319-63248-3_9

APA

Evans, R. H., Clesham, R., Dolin, J., Hošpesová, A., Jensen, S. B., Nielsen, J. A., Stuchlíková, I., Tidemand, S., & Žlábková, I. (2018). Teacher perspectives about using formative assessment. In J. Dolin, & R. Evans (Eds.), Transforming assessment: Through an interplay between practice, research and policy (pp. 227-248). Springer. Contributions from Science Education Research Vol. 4 https://doi.org/10.1007/978-3-319-63248-3_9

Vancouver

Evans RH, Clesham R, Dolin J, Hošpesová A, Jensen SB, Nielsen JA et al. Teacher perspectives about using formative assessment. In Dolin J, Evans R, editors, Transforming assessment: Through an interplay between practice, research and policy. Springer. 2018. p. 227-248. (Contributions from Science Education Research, Vol. 4). https://doi.org/10.1007/978-3-319-63248-3_9

Author

Evans, Robert Harry ; Clesham, Rose ; Dolin, Jens ; Hošpesová, Alena ; Jensen, Sofie Birch ; Nielsen, Jan Alexis ; Stuchlíková, Iva ; Tidemand, Sofie ; Žlábková, Iva. / Teacher perspectives about using formative assessment. Transforming assessment: Through an interplay between practice, research and policy. editor / Jens Dolin ; Robert Evans. Springer, 2018. pp. 227-248 (Contributions from Science Education Research, Vol. 4).

Bibtex

@inbook{5c2986a419a74c0484a03b594a17fe91,
title = "Teacher perspectives about using formative assessment",
abstract = "This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first {\textquoteleft}teacher perspective{\textquoteright} 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 {\textquoteleft}teacher perspective{\textquoteright} examines changes in teachers{\textquoteright} 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.",
author = "Evans, {Robert Harry} and Rose Clesham and Jens Dolin and Alena Ho{\v s}pesov{\'a} and Jensen, {Sofie Birch} and Nielsen, {Jan Alexis} and Iva Stuchl{\'i}kov{\'a} and Sofie Tidemand and Iva {\v Z}l{\'a}bkov{\'a}",
year = "2018",
doi = "10.1007/978-3-319-63248-3_9",
language = "English",
isbn = "978-3-319-63247-6",
series = "Contributions from Science Education Research",
publisher = "Springer",
pages = "227--248",
editor = "Jens Dolin and Robert Evans",
booktitle = "Transforming assessment",
address = "Switzerland",

}

RIS

TY - CHAP

T1 - Teacher perspectives about using formative assessment

AU - Evans, Robert Harry

AU - Clesham, Rose

AU - Dolin, Jens

AU - Hošpesová, Alena

AU - Jensen, Sofie Birch

AU - Nielsen, Jan Alexis

AU - Stuchlíková, Iva

AU - Tidemand, Sofie

AU - Žlábková, Iva

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

U2 - 10.1007/978-3-319-63248-3_9

DO - 10.1007/978-3-319-63248-3_9

M3 - Book chapter

SN - 978-3-319-63247-6

T3 - Contributions from Science Education Research

SP - 227

EP - 248

BT - Transforming assessment

A2 - Dolin, Jens

A2 - Evans, Robert

PB - Springer

ER -

ID: 184800599