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A Qualitative Study of K12 Teacher Perspectives of Classroom Assessment for Learning Strategies.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Qualitative Study of K12 Teacher Perspectives of Classroom Assessment for Learning Strategies./
Author:	Lombardo, Paul Anthony.
Description:	1 online resource (123 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9781339968483

A Qualitative Study of K12 Teacher Perspectives of Classroom Assessment for Learning Strategies.
Lombardo, Paul Anthony.

A Qualitative Study of K12 Teacher Perspectives of Classroom Assessment for Learning Strategies. - 1 online resource (123 pages)

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

Includes bibliographical references

Assessment for learning is a formative assessment strategy that integrates assessment and instruction. The purpose of an assessment for learning is to promote student engagement and improve student learning outcomes. The problem is K12 students are failing to achieve acceptable levels of performance as dictated by various state and local accountability measures (Jones, 2013). Student achievement may be impeded as the result of numerous personal factors directly related to the student such as socioeconomic status, family issues, and level of parent involvement. The purpose of this qualitative action research study was to explore K12 teacher experiences and perceptions with use of classroom assessment for learning strategies in a low-performing urban school district bordering Cleveland, Ohio. The data collection consisted of an anonymous online survey using SurveyMonkey with secondary teachers (7--12) who had been currently trained in implementing assessment for learning strategies in the classroom. Participants were asked questions about their experiences and perceptions related to the use of classroom assessment for learning strategies and what types of classroom assessment for learning strategies they implement in the classroom. Dedoose software was used for the analysis of data. Two major themes were: (a) demonstrated need for student reinstruction and (b) common AFL strategy perceived as beneficial to enhance student achievement was entrance and/or exit slips. Three recommendations for practice included: (a) teacher professional development to improve regular descriptive feedback; (b) teacher professional development to teachers on increasing student motivation, self-confidence, and self-efficacy; (c) teacher professional development related to expansion of other effective types of AFL strategies. Recommendations for future research included (a) a qualitative grounded theory study for new theory into AFL strategies for student self-directed learning; (b) a qualitative phenomenological study to further explore K12 teacher experiences and perspectives to AFL barriers such as student attendance, and lack of knowledge/skills; and (c) a qualitative narrative study to explore common AFL strategies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339968483Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

A Qualitative Study of K12 Teacher Perspectives of Classroom Assessment for Learning Strategies.
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500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
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504 $a Includes bibliographical references
520 $a Assessment for learning is a formative assessment strategy that integrates assessment and instruction. The purpose of an assessment for learning is to promote student engagement and improve student learning outcomes. The problem is K12 students are failing to achieve acceptable levels of performance as dictated by various state and local accountability measures (Jones, 2013). Student achievement may be impeded as the result of numerous personal factors directly related to the student such as socioeconomic status, family issues, and level of parent involvement. The purpose of this qualitative action research study was to explore K12 teacher experiences and perceptions with use of classroom assessment for learning strategies in a low-performing urban school district bordering Cleveland, Ohio. The data collection consisted of an anonymous online survey using SurveyMonkey with secondary teachers (7--12) who had been currently trained in implementing assessment for learning strategies in the classroom. Participants were asked questions about their experiences and perceptions related to the use of classroom assessment for learning strategies and what types of classroom assessment for learning strategies they implement in the classroom. Dedoose software was used for the analysis of data. Two major themes were: (a) demonstrated need for student reinstruction and (b) common AFL strategy perceived as beneficial to enhance student achievement was entrance and/or exit slips. Three recommendations for practice included: (a) teacher professional development to improve regular descriptive feedback; (b) teacher professional development to teachers on increasing student motivation, self-confidence, and self-efficacy; (c) teacher professional development related to expansion of other effective types of AFL strategies. Recommendations for future research included (a) a qualitative grounded theory study for new theory into AFL strategies for student self-directed learning; (b) a qualitative phenomenological study to further explore K12 teacher experiences and perspectives to AFL barriers such as student attendance, and lack of knowledge/skills; and (c) a qualitative narrative study to explore common AFL strategies.
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