ERIC Number: EJ1050999
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 44
The Fidelity of Formative Assessment Implementation: Issues of Breadth and Quality
Wylie, E. Caroline; Lyon, Christine J.
Assessment in Education: Principles, Policy & Practice, v22 n1 p140-160 2015
The paper examines the breadth and quality of formative assessment implementation of 202 mathematics and science teachers who participated in a two-year, school-based professional development programme that focused on formative assessment. Results are triangulated using three sources of data: baseline and end-of-Year 2 data from an annual survey, logs that were completed daily at six two-week time points and reflections on formative assessment techniques that the teachers wrote weekly during the log collection periods. The data indicate that while teachers made significant improvements in some areas, certain aspects of formative assessment are less emphasised and there are some patterns around quality of implementation that suggest more targeted professional development is warranted.
Descriptors: Formative Evaluation, Program Implementation, Fidelity, Educational Quality, Faculty Development, Capacity Building, Teacher Surveys, Reflection, Journal Writing, Teacher Effectiveness, Educational Practices, Secondary School Mathematics, Secondary School Teachers, Intervention, Longitudinal Studies, Teacher Expectations of Students, Discussion (Teaching Technique), Questioning Techniques, Learning Activities, Feedback (Response), Active Learning, Peer Relationship
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: Secondary Education
Authoring Institution: N/A