Motivations for and barriers to the implementation of diagnostic assessment practices - a case study

Turner, Monica M.; VanderHeide, Katie; Fynewever, Herb; Shavelson, Richard J.

doi:10.1039/c1rp90019f

Cited by 11 publications

(8 citation statements)

References 27 publications

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“…Our two research questions are based upon the context provided by research in formative assessment (sometimes synonymous with classroom assessment or assessment for learning). The premise of formative assessment is that teaching and learning is best accomplished within the context of two-way communication between instructor and students. − This communication typically includes defining the learning target, conducting measurement of learning while it is happening, giving feedback to both students and instructor during the learning process, and making timely adjustments of teaching and learning activities based on the feedback received. Grading practices are common elements of this formative assessment cycle in that the instructor can learn about student understanding while grading.…”

Section: Introductionmentioning

confidence: 99%

Comparing Chemistry Faculty Beliefs about Grading with Grading Practices

Mutambuki

Fynewever

2012

J. Chem. Educ.

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In this study, we seek to understand the beliefs that chemistry faculty hold when grading student solutions in problem solving situations. We are particularly interested in examining whether a conflict exists between the chemistry faculty beliefs and the score they assign to students’ solutions. The three categorical values identified in a similar physics education study were evident as themes in our study: (i) a desire to see students’ explanation of their reasoning; (ii) a reluctance to deduct points from a student’s answer that might be correct; and (iii) projection of correct thought processes onto a student solution, even when the student does not explicitly show thought processes. The scoring of each student solution depended significantly on the weight given to each theme by an instructor. In situations where a participant expressed all the three themes, the conflict was resolved by laying a burden of proof on either the student or the instructor. In this study, a sizable minority of the participating faculty acted inconsistently, in that they stated they valued students showing their reasoning when solving problems, but they graded student work in a way that would discourage students from showing their reasoning.

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Section: Introductionmentioning

confidence: 99%

Comparing Chemistry Faculty Beliefs about Grading with Grading Practices

Mutambuki

Fynewever

2012

J. Chem. Educ.

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“…Van Driel et al (1998) O PCK implica uma transformação do conhecimento do conteúdo específico de forma que possa ser utilizado de forma eficaz e flexível no processo de comunicação entre professores e estudantes durante a prática em sala de aula. Deste modo, o PCK dos professores deriva da sua própria prática de ensino (por exemplo, ao analisar as dificuldades de um saber específico) como também na orientação das atividades.…”

Section: O Conhecimento Pedagógico Do Conteúdo (Pck)unclassified

“…Segundo Campos e Nigro (2009), em função da experiência pessoal, a maioria dos jovens professores tende a encarar a avaliação como algo que ocorre somente em momentos isolados, após o processo de ensino-aprendizagem, com a finalidade única de classificar o desempenho dos alunos em bom ou ruim. Turner et al (2011) afirma que a avaliação modifica o ensino e a aprendizagem.…”

Section: Categoria 1 -Visão De Aprendizagemunclassified

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Indícios do conhecimento pedagógico do conteúdo de licenciandos em química durante o estágio supervisionado

Elias¹

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The Pedagogical Content Knowledge (PCK) is the knowledge used by teachers during the teaching process (Kind, 2009). It is a tacit knowledge that includes analogies, illustrations and ideas that the teacher uses in order to make subject matter content understandable to the student. We believe that this knowledge can also be built during training program since at this stage the integration of specific content and pedagogical knowledge is being built with the practice in the classroom. In this paper we investigate seven pre-service chemistry teachers, which were divided into two groups, and seek for the observable relations of PCK developing during the activities of pre-service teachers training. Our data were collected from four different tools-CoRe (Content Representation), lesson plans, audiovisual record of chemistry classes and reflections. For data analysis we used categories developed by Loughran et al. (2000) connected to the Integrative Model of Gess-Newsome (1999). We also identified the developmental stages of teacher training by Dreyfus (2004) from data collected with these student teachers. The results show these pre-service chemistry teachers have meaningful failures in the content knowledge which can be reflected in the others knowledge domains. The pre-service teachers from group 1 were categorized as in the first stage (Beginners). They were rational and inflexible during activities in the classroom. The group 2 teachers were categorized in the second stage (Advanced beginners) since they develop strategies that help themselves to articulate content and schedule. Our research presents some evidences the beginners teachers develop their PCK based on Integrative Model. In this study the pre-service teachers are still developing their content knowledge, even though we could see some flashes from the others PCK components.

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“…In some of the literature, DT is used as a synonym for formative assessment (e.g., Black & Wiliam, 1998;Turner, VanderHeide, & Fynewever, 2011). However, similar to DBDM, DT can be used for both formative assessment and summative assessment.…”

Section: Theoretical Underpinnings Of Dtmentioning

confidence: 99%

Computer-based feedback in formative assessment

Kleij¹

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Motivations for and barriers to the implementation of diagnostic assessment practices - a case study

Cited by 11 publications

References 27 publications

Comparing Chemistry Faculty Beliefs about Grading with Grading Practices

Comparing Chemistry Faculty Beliefs about Grading with Grading Practices

Indícios do conhecimento pedagógico do conteúdo de licenciandos em química durante o estágio supervisionado

Computer-based feedback in formative assessment

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