دورية أكاديمية
Examination of Teacher Formative Assessment Self-Efficacy Development across a Professional Learning Experience
| العنوان: | Examination of Teacher Formative Assessment Self-Efficacy Development across a Professional Learning Experience |
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| اللغة: | English |
| المؤلفون: | Gotch, Chad M., Poppen, Marcus I., Razo, José E., Modderman, Sheri |
| المصدر: | Teacher Development. 2021 25(4):534-548. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Formative Evaluation, Assessment Literacy, Self Efficacy, Program Implementation, Inservice Teacher Education, Professional Development, Correlation, Classroom Techniques, Elementary School Teachers, Middle School Teachers, Secondary School Teachers |
| DOI: | 10.1080/13664530.2021.1943503 |
| تدمد: | 1366-4530 |
| مستخلص: | In this study, in the United States, the authors used multilevel growth modeling to examine the impact of an intensive, year-long professional development program on teacher self-efficacy for formative assessment tasks. They further examined the relationship between self-efficacy and observed implementation of formative assessment practices in the classroom. Participants included 189 teachers from 17 schools across nine districts in a northwestern state. Results showed a significant (p < 0.001) growth in self-efficacy through six measurement points. The relationship between self-efficacy and classroom practice was found to be weak-to-negative, suggesting higher levels of self-efficacy were not necessarily associated with successful implementation of formative assessment. These results signal a need to support teachers' abilities to provide accurate self-assessment, examine additional variables that may influence a teacher's successful implementation of formative assessment, and critically examine the use of self-efficacy as an outcome variable in the study of teacher professional learning. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1306643 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1366-4530 |
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| DOI: | 10.1080/13664530.2021.1943503 |