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ERIC Number: EJ948151
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0969-594X
Elementary Teachers' Formative Evaluation Practices in an Era of Curricular Reform in Quebec, Canada
Thomas, Lynn; Deaudelin, Colette; Desjardins, Julie; Dezutter, Olivier
Assessment in Education: Principles, Policy & Practice, v18 n4 p381-398 2011
This study examines the formative evaluation practices of 13 experienced elementary school teachers in Quebec, Canada at the level of teacher-student interaction. The qualitative study is based on both semi-structured and stimulated recall interviews as well as videotapes of classroom activities. The participating teachers were found to be using formative evaluation in a spontaneous, informal way and focussing more often on the product rather than the learning process, although differences were seen between approaches used by teachers of grade one students as opposed to approaches used by teachers of older elementary students. The study demonstrates a link between teacher conceptions and their evaluation practices, and raises questions about how experienced teachers interpret and integrate formative evaluation in their classroom routines. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada