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Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing
ARTICLE

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TATE Volume 80, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This collaborative action research explored science educators' negotiation with implementing formative assessment in the context of summative accountability testing in the U.S. We identified six themes: (1) negotiating learning goals, (2) restructuring instruction, (3) implementing effective assessment strategies, (4) negotiating time constraints, (5) modifying summative tests, and (6) negotiating with students. This study indicates that with substantial support, teachers can create coherent instructional and assessment practices that enhance students’ conceptual understanding and meet the need to address accountability measures. It has implications for teacher professional development and building a more coherent assessment system in an era of summative accountability testing.

Citation

Yin, X. & Buck, G.A. (2019). Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing. Teaching and Teacher Education: An International Journal of Research and Studies, 80(1), 27-38. Elsevier Ltd. Retrieved February 19, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on March 15, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.12.018

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