A grounded theory approach was employed to determine (1) what themes emerge as teachers implemented formative assessment in the age of high stakes testing; and (2) what new behaviors and/or attitudes students exhibit as a result of the implementation of formative assessment. Data was collected using field observations, interviews, and artifact reviews.The researcher provided the Module 1 participants with activities to elicit evidence of understanding of formative assessment. For example ... Next the group determined that Emilya#39;s teacher shared examples of good and poor writing so Emily could aseea what was expected. This helped Emily to ... Emily was given ongoing descriptive feedback to help her to answer the question, aHow do I close the gap?
|Title||:||A Study of Formative Assessment and High Stakes Testing: Issues of Student Efficacy and Teacher Views in the Mathematics Classroom|
|Author||:||Sarah McMillian McManus|
|Publisher||:||ProQuest - 2008|