ERIC Number: EJ1012495
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
EISSN: N/A
Collaborative Action Research as a Tool for Generating Formative Feedback on Teachers' Classroom Assessment Practice: The KREST Project
Harrison, Christine
Teachers and Teaching: Theory and Practice, v19 n2 p202-213 2013
This paper sets out to explore science teachers' classroom assessment practices and outlines some of the tensions and synergies in changing assessment practices. It describes episodes from a collaborative action research project with science teachers designed to support the strengthening of classroom assessment practices--the King's Researching Expertise in Science Teaching project. This paper focuses on how the collaborative action research project functioned as a tool for generating formative feedback for the teachers and how this feedback supported the teachers in making sense of and further developing their classroom assessment practices.
Descriptors: Formative Evaluation, Action Research, Feedback (Response), Classroom Techniques, Educational Practices, Science Teachers, Science Course Improvement Projects, Research Projects, Teacher Collaboration, Reflective Teaching, Instructional Improvement, Portfolios (Background Materials), Interviews, Teacher Attitudes, Educational Development, Student Evaluation, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A