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Beverley Bell - One of the best experts on this subject based on the ideXlab platform.
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Written Formative Assessment and silence in the classroom
Cultural Studies of Science Education, 2015Co-Authors: Desmond Mene Lee Hang, Beverley BellAbstract:In this commentary, we build on Xinying Yin and Gayle Buck’s discussion by exploring the cultural practices which are integral to Formative Assessment, when it is viewed as a sociocultural practice. First we discuss the role of Assessment and in particular oral and written Formative Assessments in both western and Samoan cultures, building on the account of Assessment practices in the Chinese culture given by Yin and Buck. Secondly, we document the cultural practice of silence in Samoan classroom’s which has lead to the use of written Formative Assessment as in the Yin and Buck article. We also discuss the use of written Formative Assessment as a scaffold for teacher development for Formative Assessment. Finally, we briefly discuss both studies on Formative Assessment as a sociocultural practice.
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Formative Assessment as a Cultural Practice: The Use of Written Formative Assessment in Samoan Science Classrooms
Valuing Assessment in Science Education: Pedagogy Curriculum Policy, 2013Co-Authors: Desmond Mene Lee Hang, Beverley BellAbstract:In this chapter, we locate Formative Assessment within the sociocultural theorising of teaching and, in particular, teaching as a cultural practice. We discuss the use of culturally appropriate Formative Assessment in some Samoan secondary science classrooms.
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The Characteristics of Formative Assessment in Science Education.
Science Education, 2001Co-Authors: Beverley Bell, Bronwen CowieAbstract:Formative Assessment, in this article, is defined as "the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning." The findings of a two-year research project in New Zealand indicate that Formative Assessment has the following characteristics: responsiveness, sources of evidence, a tacit process, using professional knowledge and experiences, an integral part of teaching and learning, Formative Assessment is done by both teachers and students, the purposes for Formative Assessment, the contextualized nature of the process, dilemmas, and student disclosure. C ∞ 2001 John Wiley & Sons, Inc. Sci Ed 85:536 - 553, 2001.
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Formative Assessment and science education
2000Co-Authors: Beverley Bell, Bronwen CowieAbstract:Acknowledgements. 1. Introduction. 2. A review of the relevant literature. 3. A case study of Formative Assessment. 4. The characteristics of Formative Assessment. 5. A model of Formative Assessment. 6. Cameos of Formative Assessment. 7. Learning and Formative Assessment. 8. Doing Formative Assessment. Appendix. References. Index. Figures. Table.
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A Model of Formative Assessment in Science Education
Assessment in Education: Principles Policy & Practice, 1999Co-Authors: Bronwen Cowie, Beverley BellAbstract:This paper reports on the findings of a 2-year research project into the process of Formative Assessment in the science classrooms of 10 teachers. Formative Assessment is defined as the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning. The findings indicate that the teachers used two kinds of Formative Assessment, planned and interactive. Planned Formative Assessment involved the teachers eliciting and interpreting Assessment information and then taking action. It tended to be carried out with the whole class. Interactive Formative Assessment involved the teachers in noticing, recognising and responding, and tended to be carried out with some individual students or small groups. This paper discusses these two types of Formative Assessment, how they are related, how they are integral to teaching and learning processes, and how they are dependent on teachers' pedagogical knowledge.
Juliann M. Kaftan - One of the best experts on this subject based on the ideXlab platform.
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making Formative Assessment discernable to pre service teachers of science
Journal of Research in Science Teaching, 2010Co-Authors: Gayle A. Buck, Amy Trauthnare, Juliann M. KaftanAbstract:The purpose of this pragmatic action research study was to explore our re-conceptualization efforts in preparing pre-service teachers to guide the inquiry process with Formative Assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re-conceptualization efforts lead to a more informed understanding of Formative Assessment by pre-service teachers and did strategies enacted in the re-conceptualized methods course foster or hinder pre-service teachers' understanding of Formative Assessment? Data from this study support the following findings: (1) a substantial pre- to post-methods course difference was realized in the pre-service teachers' understanding of Formative Assessment; (2) explicit and contextualized approaches to Formative Assessment in the methods course led to increased understandings by pre-service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre-service teachers' understanding of the reflexive nature of Formative Assessment; and (4) a field-based case study on elementary science teaching both hindered and fostered our efforts with Formative Assessment. This study yields implications for pre-service teacher education on Formative Assessment. To foster pre-service teachers' knowledge and skills, we suggest explicit instruction on Formative Assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402–421, 2010
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Making Formative Assessment discernable to pre‐service teachers of science
Journal of Research in Science Teaching, 2010Co-Authors: Gayle A. Buck, Amy Trauth-nare, Juliann M. KaftanAbstract:The purpose of this pragmatic action research study was to explore our re-conceptualization efforts in preparing pre-service teachers to guide the inquiry process with Formative Assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re-conceptualization efforts lead to a more informed understanding of Formative Assessment by pre-service teachers and did strategies enacted in the re-conceptualized methods course foster or hinder pre-service teachers' understanding of Formative Assessment? Data from this study support the following findings: (1) a substantial pre- to post-methods course difference was realized in the pre-service teachers' understanding of Formative Assessment; (2) explicit and contextualized approaches to Formative Assessment in the methods course led to increased understandings by pre-service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre-service teachers' understanding of the reflexive nature of Formative Assessment; and (4) a field-based case study on elementary science teaching both hindered and fostered our efforts with Formative Assessment. This study yields implications for pre-service teacher education on Formative Assessment. To foster pre-service teachers' knowledge and skills, we suggest explicit instruction on Formative Assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402–421, 2010
Gayle A. Buck - One of the best experts on this subject based on the ideXlab platform.
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making Formative Assessment discernable to pre service teachers of science
Journal of Research in Science Teaching, 2010Co-Authors: Gayle A. Buck, Amy Trauthnare, Juliann M. KaftanAbstract:The purpose of this pragmatic action research study was to explore our re-conceptualization efforts in preparing pre-service teachers to guide the inquiry process with Formative Assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re-conceptualization efforts lead to a more informed understanding of Formative Assessment by pre-service teachers and did strategies enacted in the re-conceptualized methods course foster or hinder pre-service teachers' understanding of Formative Assessment? Data from this study support the following findings: (1) a substantial pre- to post-methods course difference was realized in the pre-service teachers' understanding of Formative Assessment; (2) explicit and contextualized approaches to Formative Assessment in the methods course led to increased understandings by pre-service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre-service teachers' understanding of the reflexive nature of Formative Assessment; and (4) a field-based case study on elementary science teaching both hindered and fostered our efforts with Formative Assessment. This study yields implications for pre-service teacher education on Formative Assessment. To foster pre-service teachers' knowledge and skills, we suggest explicit instruction on Formative Assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402–421, 2010
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Making Formative Assessment discernable to pre‐service teachers of science
Journal of Research in Science Teaching, 2010Co-Authors: Gayle A. Buck, Amy Trauth-nare, Juliann M. KaftanAbstract:The purpose of this pragmatic action research study was to explore our re-conceptualization efforts in preparing pre-service teachers to guide the inquiry process with Formative Assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re-conceptualization efforts lead to a more informed understanding of Formative Assessment by pre-service teachers and did strategies enacted in the re-conceptualized methods course foster or hinder pre-service teachers' understanding of Formative Assessment? Data from this study support the following findings: (1) a substantial pre- to post-methods course difference was realized in the pre-service teachers' understanding of Formative Assessment; (2) explicit and contextualized approaches to Formative Assessment in the methods course led to increased understandings by pre-service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre-service teachers' understanding of the reflexive nature of Formative Assessment; and (4) a field-based case study on elementary science teaching both hindered and fostered our efforts with Formative Assessment. This study yields implications for pre-service teacher education on Formative Assessment. To foster pre-service teachers' knowledge and skills, we suggest explicit instruction on Formative Assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402–421, 2010
Bronwen Cowie - One of the best experts on this subject based on the ideXlab platform.
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The Characteristics of Formative Assessment in Science Education.
Science Education, 2001Co-Authors: Beverley Bell, Bronwen CowieAbstract:Formative Assessment, in this article, is defined as "the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning." The findings of a two-year research project in New Zealand indicate that Formative Assessment has the following characteristics: responsiveness, sources of evidence, a tacit process, using professional knowledge and experiences, an integral part of teaching and learning, Formative Assessment is done by both teachers and students, the purposes for Formative Assessment, the contextualized nature of the process, dilemmas, and student disclosure. C ∞ 2001 John Wiley & Sons, Inc. Sci Ed 85:536 - 553, 2001.
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Formative Assessment and science education
2000Co-Authors: Beverley Bell, Bronwen CowieAbstract:Acknowledgements. 1. Introduction. 2. A review of the relevant literature. 3. A case study of Formative Assessment. 4. The characteristics of Formative Assessment. 5. A model of Formative Assessment. 6. Cameos of Formative Assessment. 7. Learning and Formative Assessment. 8. Doing Formative Assessment. Appendix. References. Index. Figures. Table.
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A Model of Formative Assessment in Science Education
Assessment in Education: Principles Policy & Practice, 1999Co-Authors: Bronwen Cowie, Beverley BellAbstract:This paper reports on the findings of a 2-year research project into the process of Formative Assessment in the science classrooms of 10 teachers. Formative Assessment is defined as the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning. The findings indicate that the teachers used two kinds of Formative Assessment, planned and interactive. Planned Formative Assessment involved the teachers eliciting and interpreting Assessment information and then taking action. It tended to be carried out with the whole class. Interactive Formative Assessment involved the teachers in noticing, recognising and responding, and tended to be carried out with some individual students or small groups. This paper discusses these two types of Formative Assessment, how they are related, how they are integral to teaching and learning processes, and how they are dependent on teachers' pedagogical knowledge.
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The Characteristics of Formative Assessment
Formative Assessment and Science Education, 1Co-Authors: Beverley Bell, Bronwen CowieAbstract:In summary, the ten characteristics of Formative Assessment that were identified by the teachers and students were that Formative Assessment is seen as being responsive; it is often a tacit process; it relies on student disclosure; it uses professional knowledge and experiences; it is an integral part of teaching and learning; it is done by teachers and students; it is a highly contextualised process; and it involves the management of dilemmas. Important considerations are the sources of evidence, including student disclosure and the purposes for which Formative Assessment is done. All-in-all, Formative Assessment is a highly complex and skilled activity for both the teacher and the student. Formative Assessment is not something teachers are likely to learn to do in a short session in an inservice course. It is a professional skill that develops with increasing professional experience, awareness and reflection.
Chinthake Wijesooriya - One of the best experts on this subject based on the ideXlab platform.
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AMCIS - Forms of Formative Assessment in Virtual Learning Environments
2015Co-Authors: Peter Clutterbuck, Jon Heales, Chinthake WijesooriyaAbstract:One of the challenges in the contemporary education is improving learner’s learning capability during the learning period through Formative Assessment in virtual learning environments. The Formative Assessment process requires learner to be active participants in the learning process by communicating and interacting with the instructor. The Formative Assessment process accommodates learner responses that give an opportunity to support the learner in learning through feedback. In a virtual learning environment, Formative Assessment can be significantly improved by the use of information systems. In this research we explore forms of Formative Assessment in virtual leaning environments with a specific focus on the design dimension. Our analysis improves the understanding of Formative Assessment and the design dimension specific to forms of Formative Assessment in virtual learning environments. Our work informs the design of online learning environments to improve the effectiveness of Formative Assessment.
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Conceptual review of Formative Assessment in virtual learning environment: Constructivism approach
2014Co-Authors: Chinthake Wijesooriya, Jon Heales, Peter ClutterbuckAbstract:Improvements in technology and changing learner requirements challenge educational institutions to address learner needs. Some of these challenges include facilitating online learning and accommodating learner inputs. Addressing these needs helps learners to be effective and the educational institution to be a successful educator. Formative Assessment is seen as a process that accommodates learner inputs to improve learning. Recent developments in online learning can better accommodate Formative Assessment in virtual learning environments. We seek to understand the role of Formative Assessment in virtual learning environments by reviewing and refining Formative Assessment from a constructivist learning perspective. This research synthesizes our understanding of the role Formative Assessment plays in virtual learning environments and provides a theoretical foundation for further development of Formative Assessment.
