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ERIC Number: ED409370
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 19
Abstractor: N/A
Reference Count: N/A
Formative Evaluation Reconsidered: Secondary School Teachers' Evaluation Practice as a Learning Opportunity for Students.
Struyf, Elke; And Others
The extent to which the classroom evaluation practice of secondary school teachers is of a formative nature and the effects of any formative evaluation on student learning were studied through semi-structured interviews with 54 teachers in 5 Dutch secondary schools. All taught secondary Dutch or mathematics. In addition, 557 students completed questionnaires about the evaluation practices their teachers used in teacher-made written tests. It was strikingly evident that the evaluation practice of all the teachers could be considered summative in nature. All the written tests were given a grade that counted toward the final mark at the end of the school year. Teachers in this sample never gave a written test without assigning a grade. Some of the evaluation practices were formative in that some teachers, those with a solution-oriented (27 teachers) or process-oriented (20 teachers) evaluation practice, organized classroom discussions of the tests. These were the teachers who created the most learning opportunities for students. Seventeen of 27 teachers with a solution-oriented approach taught mathematics, while 13 of the 20 teachers with a process-oriented evaluation approach taught Dutch. These results suggest that actual evaluation practice is contextualized. (Contains 5 figures and 39 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands