Lebanese elementary mathematics teachers' conceptions of formative assessment and of its uses in the classroom (Record no. 20447)

MARC details
000 -LEADER
fixed length control field 05007nam a2200229Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Abi Faraj, Nadine Hassan.
Miscellaneous information Master
245 10 - TITLE STATEMENT
Title Lebanese elementary mathematics teachers' conceptions of formative assessment and of its uses in the classroom
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2011
300 ## - PHYSICAL DESCRIPTION
Extent 105 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The study investigated and compared (a) the conception that Lebanese pre-service and in-service elementary mathematics teachers hold about formative classroom assessment, (b) the formative assessment practices that Lebanese pre-service and in-service elementary mathematics teachers follow, and (c) the tools that pre-service and in-service teachers adopt in their practice during mathematics classroom formative assessment. A sample of 105 pre-service and in-service teachers completed a questionnaire titled “Lebanese teachers Conceptions of Formative Assessment and their Uses in Classrooms”, that was designed by the researcher to explore the conceptions that teachers hold about formative assessment, its practices, and tools. A sample of 24 teachers (12 in-service and 12 pre-service) was chosen to participate in structured interviews that followed the questionnaires. The responses of the participants in the questionnaire and interviews were analyzed based on Brown’s model of assessment (Brown, 2005), and according to the Qualification and Curriculum Authority (QCA) components of practices of formative assessment (McCallum, 2000). Accountability and ranking conceptions of formative assessment dominated teachers’ pedagogical conceptions of formative assessment. The results of the study revealed that teachers conceive that formative assessment should be used to check students’ mathematical understanding in class (pedagogical conceptions) in order to provide them with needed feedback through the use of grades (accountability conceptions of formative assessment). Moreover, they conceive the importance of formative assessment in categorizing students and providing schools with data on their students’ performance. With regard to teachers’ practices of formative assessment, teachers subscribe partially to the involvement of students in their learning and modeling quality as practices of formative assessment. However, they did not seem to subscribe to the use of giving feedback and self -assessment as practices of formative assessment. While with regard to formative assessment tools, teachers mostly reported the use of formative assessment tools that provide them with direct feedback about their students’ mathematical performance. They seemed to adhere to the use of tools that can be easily graded and can be easily used to identify the acquired skills and the skills that need to be developed by the learner. However, Teachers seemed to shy away from using formative assessment tools that require classroom time and follow-up after students’ performance. Moreover, they did not report the use of formative assessment tools that involve students in the process of formative assessment. Pre-service and in-service teachers did not differ in their conceptions of formative assessment. However, they differed in some of their practices of formative assessment. In-service teachers reported less usage than pre-service teachers of some of the formative assessment practices, although, in-service teachers have more experience than pre-service teachers in the use of assessment in the classroom, pre-service teachers were more inclined to the use of different practices of formative assessment. Thus either experience did not play a role in shaping teachers’ practices of formative assessment, or in-service teachers did not exploit these practices because they require time inside the classroom. Similarly, experience did not play role in shaping their use of different tools of formative assessment. Pre-service teachers reported more frequent usage of all the items except for teacher-made written tests. In-service teachers focused mostly on the formative assessment tools that provide them with direct feedback about their students’ performance since they are more practical to use in their classes.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Evaluation Scolaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Math education School Evaluation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم الرياضيات التقييم المدرسي
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/101%2C316%2C316%2CB/frameset&FF=X%28education+and+depa">http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/101%2C316%2C316%2CB/frameset&FF=X%28education+and+depa</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

No items available.