Formative Assessment Practices in High School Classrooms - Experiences of a High School Teacher Teaching Engineering Design Curriculum
Formative Assessment Practices in High School Classrooms - Experiences of a High School Teacher Teaching Engineering Design Curriculum
复制标题
DOI：
10.1109/fie58773.2023.10342920
复制
发表时间：
2023-10
期刊：
影响因子：
--
通讯作者：
Assad Iqbal;Adam R. Carberry;Medha Dalal
中科院分区：
文献类型：
--
作者：
Assad Iqbal;Adam R. Carberry;Medha Dalal
这项正在进行的研究探索了美国西南部一所女子高中的一名高中教师在讲授工程设计课程时，以非正式FA对话的形式进行形成性评估（FA）的实践。一个由引出、学生反应、识别和使用（ESRU）模型和形成性评估周期组成的观察方案被开发和测试，以利用课堂观察在真实环境中捕捉非正式的FA实践。在本研究中被观察的教师没有明确意识到她的实践被观察。最初的观察表明，非正式的FA实践经常被用于引出、识别和使用学生的反应，以FA对话的形式将其与学习目标联系起来。这些实践不包括澄清期望或分享学习目标。初步观察还表明，教师经常使用这些实践来引入新的主题，而不是开始这样的参与来评估已经交付的概念。影响和未来的方向将集中在理解这些好奇的、非正式的FA实践如何被用来传递新概念和改善学生的学习。
This work-in-progress research explores the practice of formative assessments (FA) in the form of informal FA conversations by a high school teacher teaching engineering design curriculum in an all-girls high school in the US southwest. An observation protocol informed by the Eliciting, Students' response, Recognition, and Use (ESRU) model and Formative Assessment Cycle was developed and testing to capture informal FA practices in an authentic setting using classroom observations. The teacher observed in this study had no explicit awareness that her practices were being observed. Initial observations show a frequent utilization of informal FA practices associated with eliciting, recognizing, and using student responses to connect to learning goals in the form of FA conversations. These practices did not include clarifying expectations or sharing learning goals. Initial observations also show that the teacher frequently uses these practices to introduce new topics instead of starting such engagements to assess concepts that have already been delivered. Implications and future directions will focus on understanding how these inquisitive, informal FA practices can be used to deliver new concepts and improve student learning.