Illuminating teacher change and professional development with CHAT
In the Proceedings of the Annual Meeting of the National Association for Research in Science Teaching (NARST), Garden Grove CA, Apr 20.
Beatty, Ian D. and Feldman, Allan
Technology-Enhanced Formative Assessment (TEFA) is an innovative pedagogy for science and mathematics instruction. Teacher Learning of TEFA is a research project studying teacher change as in-service secondary science and mathematics teachers learn TEFA in the context of a multi-year professional development (PD) program. Applying cultural-historical activity theory (CHAT) to the linked activity systems of PD and teachers’ classroom practice leads to a model of teacher learning and pedagogical change in which TEFA is first introduced into classrooms as an object of activity, and then made useful as a tool for instruction, and then—in rare cases—incorporated into all elements of a deeply transformed practice. Different levels of contradiction within and between activity systems drive the transitions between stages. CHAT analysis also suggests that the primary contradiction within secondary education is a dual view of students as objects of instruction versus students as willful individuals; the difficulties arising from this contradiction can either inhibit or motivate TEFA adoption.
Showing posts with label formative assessment. Show all posts
Showing posts with label formative assessment. Show all posts
2009-04-30
2009-01-15
Ogan-Bekiroglu - IJSE
Assessing Assessment: Examination of pre-service physics teachers' attitudes towards assessment and factors affecting their attitudes
International Journal of Science Education, Volume 31 Issue 1 2009
Feral Ogan-Bekiroglu
The purpose of this study was to determine pre-service physics teachers' attitudes towards assessment. It was also aimed to examine the factors affecting their attitudes. Two factors were considered. The first was difficulties that pre-service teachers experienced relating to assessment. The second factor was teachers' self-efficacy regarding their ability to assess. The difficulties were divided into external and internal. Internal difficulties depended on pre-service teachers' assessment skills and their subject matter knowledge, and represented the difficulties that they encountered during preparation and evaluation of assessment methods. External difficulties, on the other hand, depended on the external factors such as school policy and facilities that might affect pre-service teachers' classroom assessment implementation. A parallel mixed-methodology approach was utilized during the data collection and analysis. This paradigm combined both qualitative and quantitative methods to give both breadth and scope to the research. The pre-service physics teachers' general attitude towards assessment was determined as close to constructivist. Knowledge about the subject assessed and university entrance examination were found to be the common factors that affected pre-service teachers' predispositions for action. Conclusions carry implications for science teacher education in Turkey and other countries where educational reforms have been implemented.
International Journal of Science Education, Volume 31 Issue 1 2009
Feral Ogan-Bekiroglu
The purpose of this study was to determine pre-service physics teachers' attitudes towards assessment. It was also aimed to examine the factors affecting their attitudes. Two factors were considered. The first was difficulties that pre-service teachers experienced relating to assessment. The second factor was teachers' self-efficacy regarding their ability to assess. The difficulties were divided into external and internal. Internal difficulties depended on pre-service teachers' assessment skills and their subject matter knowledge, and represented the difficulties that they encountered during preparation and evaluation of assessment methods. External difficulties, on the other hand, depended on the external factors such as school policy and facilities that might affect pre-service teachers' classroom assessment implementation. A parallel mixed-methodology approach was utilized during the data collection and analysis. This paradigm combined both qualitative and quantitative methods to give both breadth and scope to the research. The pre-service physics teachers' general attitude towards assessment was determined as close to constructivist. Knowledge about the subject assessed and university entrance examination were found to be the common factors that affected pre-service teachers' predispositions for action. Conclusions carry implications for science teacher education in Turkey and other countries where educational reforms have been implemented.
Beatty Gerace - J Sci Ed Tech
Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology
Journal of Science Education and Technology
Ian D. Beatty and William J. Gerace
Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers “bridge the gap” between educational research findings and practical, flexible classroom strategies for science instruction.
Journal of Science Education and Technology
Ian D. Beatty and William J. Gerace
Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers “bridge the gap” between educational research findings and practical, flexible classroom strategies for science instruction.
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