國立虎尾科技大學 |

The Figured Worlds of High School Science Teachers : = Uncovering Three-Dimensional Assessment Decisions.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Figured Worlds of High School Science Teachers :/
其他題名:	Uncovering Three-Dimensional Assessment Decisions.
作者:	Ewald, Megan.
面頁冊數:	1 online resource (174 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355628524

The Figured Worlds of High School Science Teachers : = Uncovering Three-Dimensional Assessment Decisions.
Ewald, Megan.

The Figured Worlds of High School Science Teachers :Uncovering Three-Dimensional Assessment Decisions. - 1 online resource (174 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ed.D.)--Northern Illinois University, 2017.

Includes bibliographical references

As a result of recent mandates of the Next Generation Science Standards, assessments are a "system of meaning" amidst a paradigm shift toward three-dimensional assessments. This study is motivated by two research questions: 1) how do high school science teachers describe their processes of decision-making in the development and use of three-dimensional assessments and 2) how do high school science teachers negotiate their identities as assessors in designing three-dimensional assessments. An important factor in teachers' assessment decision making is how they identify themselves as assessors. Therefore, this study investigated the teachers' roles as assessors through the Sociocultural Identity Theory. The most important contribution from this study is the emergent teacher assessment sub-identities: the modifier-recycler , the feeler-finder, and the creator.

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

Mode of access: World Wide Web

ISBN: 9780355628524Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

The Figured Worlds of High School Science Teachers : = Uncovering Three-Dimensional Assessment Decisions.
LDR:03698ntm a2200385Ki 4500 001 920296
005 20181130083525.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355628524
035 $a (MiAaPQ)AAI10639672
035 $a (MiAaPQ)niu:13032
035 $a AAI10639672
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ewald, Megan. $3 1195046
245 1 4 $a The Figured Worlds of High School Science Teachers : $b Uncovering Three-Dimensional Assessment Decisions.
264 0 $c 2017
300 $a 1 online resource (174 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Mary Beth Henning.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2017.
504 $a Includes bibliographical references
520 $a As a result of recent mandates of the Next Generation Science Standards, assessments are a "system of meaning" amidst a paradigm shift toward three-dimensional assessments. This study is motivated by two research questions: 1) how do high school science teachers describe their processes of decision-making in the development and use of three-dimensional assessments and 2) how do high school science teachers negotiate their identities as assessors in designing three-dimensional assessments. An important factor in teachers' assessment decision making is how they identify themselves as assessors. Therefore, this study investigated the teachers' roles as assessors through the Sociocultural Identity Theory. The most important contribution from this study is the emergent teacher assessment sub-identities: the modifier-recycler , the feeler-finder, and the creator.
520 $a Using a qualitative phenomenological research design, focus groups, three-series interviews, think-alouds, and document analysis were utilized in this study. These qualitative methods were chosen to elicit rich conversations among teachers, make meaning of the teachers' experiences through in-depth interviews, amplify the thought processes of individual teachers while making assessment decisions, and analyze assessment documents in relation to teachers' perspectives.
520 $a The findings from this study suggest that---of the 19 participants---only two teachers could consistently be identified as creators and aligned their assessment practices with NGSS. However, assessment sub-identities are not static and teachers may negotiate their identities from one moment to the next within socially constructed realms of interpretation known as figured worlds. Because teachers are positioned in less powerful figured worlds within the dominant discourse of standardization, this study raises awareness as to how the external pressures from more powerful figured worlds socially construct teachers' identities as assessors. For teachers to re-author their scripts as assessors and create three-dimensional assessments, they first need to be aware of their assessment identity. Furthermore, the findings provide support for teachers to advocate for the development and use of assessments that measure students' three-dimensional learning rather than relying on assessments that are easily "counted."
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Science education. $3 1151737
650 4 $a Secondary education. $3 1179560
650 4 $a Educational tests & measurements. $3 1180442
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0714
690 $a 0533
690 $a 0288
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northern Illinois University. $b Curriculum and Instruction. $3 1191879
773 0 $t Dissertation Abstracts International $g 79-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10639672 $z click for full text (PQDT)