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ERIC Number: EJ1177799
Record Type: Journal
Publication Date: 2018-May
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0036-6803
Formative Assessment and the Role of Teachers' Content Area
Lyon, Christine Jennifer; Wylie, Elizabeth Caroline; Brockway, Debra; Mavronikolas, Elia
School Science and Mathematics, v118 n5 p144-155 May 2018
Professional development (PD) programs focused on increasing teachers' use of formative assessment generally provide a framework designed to help teachers understand the breadth and complexity of formative assessment, while advocating for teacher choice with respect to the specific implementation. This study examined the implementation patterns of 82 high school mathematics and science teachers to understand whether implementation approaches differed by content area. Results suggested that mathematics and science teachers significantly increased their self-reported practice of formative assessment, in similar ways; however, the specific approaches that mathematics and science teachers chose to operationalize on a daily basis differed. These findings have implications for the design of PD and future research efforts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A