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ERIC Number: EJ1054047
Record Type: Journal
Publication Date: 2015
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0950-0693
Formative Assessment and Teachers' Sensitivity to Student Responses
Haug, Berit S.; Ødegaard, Marianne
International Journal of Science Education, v37 n4 p629-654 2015
Formative assessment, and especially feedback, is considered essential to student learning. To provide effective feedback, however, teachers must act upon the information that students reveal during instruction. In this study, we apply a framework of formative assessment to explore how sensitive teachers are to students' thoughts and ideas when teaching for conceptual understanding. Six elementary school teachers were interviewed and videotaped as they implemented a curriculum that emphasized the teaching of key science concepts through different modes of learning (doing, reading, writing, and talking). We created four main categories for fostering conceptual understanding: identifying learning goals, eliciting student information, interpreting student information, and acting. Findings indicate that elementary school teachers with low levels of pedagogical content knowledge in science do not always know the key concepts of a scientific idea or how to teach them to increase student learning. Therefore, teachers' interpretation of students' responses and their subsequent actions are not likely to be aligned to the scientific idea the key concepts represent. We suggest that teachers need support to identify the key concepts within the discipline of science. Equally important is to realize that to make meaning, these concepts must be taught in a context and in relation to other words within the discipline.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A