From the teacher’s eyes: facilitating teachers noticings on informal formative assessments (IFAs) and exploring the challenges to effective implementation
From the teacher’s eyes: facilitating teachers noticings on informal formative assessments (IFAs) and exploring the challenges to effective implementation
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从教师的角度：促进教师关注非正式形成性评估（IFA）并探索有效实施的挑战
DOI：
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发表时间：
2017
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影响因子：
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通讯作者：
G. J. Kelly
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文献类型：
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作者：
A. Sezen;G. J. Kelly
摘要本研究主要探讨教师使用非正式形成性评估(IFAs)的情况，旨在提高学生的学习效果和教师对学生学习过程的认可程度。本研究旨在对美国东北部一所特许学校的四名中学教师和他们的学生进行探索性案例研究。研究收集的数据包括一份教学历史问卷、教师IFA实践的视频记录、对教师的民族志访谈和课堂观察的实地笔记。这些数据是从社会语言学的角度分析的，重点是课堂话语和反思性访谈对话构建观看评估方式的方式。对课堂话语的分析结果表明，教师使用三种不同类型的IFA循环，分别是连接循环、非连接循环和重复循环。教师对视频案例的反思表明，教师可以学习以新的方式看待当下的互动，这可以指导IFA。我们的结论是，教师对IFA有效性的看法是建立强有力的、互动的课堂评估组合的重要但往往被忽视的一部分。
ABSTRACT This study focuses on teachers’ use of informal formative assessments (IFAs) aimed at improving students’ learning and teachers’ recognition of students’ learning processes. The study was designed as an explorative case study of four middle school teachers and their students at a charter school in the northeastern U.S.A. The data collected for the study included a history of teaching questionnaire, video records of the teachers’ IFA practices, ethnographic interviews with teachers, and field notes from classroom observations. These data were analysed from a sociolinguistic perspective focusing on the ways that classroom discourse and reflective interview conversations constructed ways of viewing assessment. The findings from the analysis of the classroom discourse showed that teachers use three different types of IFA cycles, labelled as connected, non-connected, and repeating. Teachers’ reflections on video cases show that teachers can learn to view in-the-moment interactions in new ways that can guide IFAs. We concluded that teachers’ perspectives on the effectiveness of IFAs are an important, but often neglected, part of building a robust, interactive classroom assessment portfolio.