Field Based Study

Paul J. CuaresmaED 489-01Fall 2010

University of GuamDr. Kalingal

Are student teachers committed to Formative

Assessment?

Research Question:

Definitions:

• Student Teachers• Teachers in Training• Accepted into SOE• Graduating within three Semesters

• Formative Assessment• Assessment for Learning

• Committed • Cognitively, Affectively, • Skills, Training, Application

Are Student Teachers

Committed to Formal

Assessment?

• Independent Variable• Student

Teachers• UOG SOE• K-12• Student Teaching

• Currently

• Within next two Semesters

• Dependent Variable• Commitment to

Formative Assessment• Strategies• In Future

Classroom

Literature Review

• The Rest of the Story• (Guskey, Thomas R. 2008)• “The Power of Formative Classroom

Assessments depends on how you use the results”

• Assessing what Matters• (Sternberg, Robert J. 2008)• “Worthy Assessments should reflect the broader

capabilities that students need to thrive…”

Literature Review

• Changing Classroom Practice• (Wiliam, Dylan 2008)• “Meeting regularly in teacher learning communities

is one of the best ways for teachers to develop their skill in using formative assessment.”

• Learning to Love Assessments• (Tomlinson, Carol Ann 2008)• “From judging performance, to guiding students, to

shaping instruction, to informing learning, coming to grips with informative assessments is one insightful journey”

Literature Review

• The Best Value in Formative Assessment• (Chappuis, Stephen; Chappuis, Jan 2008)• “Ready-made Benchmark tests cannot

substitute for day-to-day formative assessment conducted by assessment-literate teachers”

• All Articles are from:• Educational Leadership, Dec/Jan2008, Vol.

65 Issue 4

Methodology

• Survey • 15 Questions Total

• 3 - Independent Variable• 3 - Cognitive• 3 – Affective• 2 – Skills/Training• 4 – Application

• Hosted on www.surveymonkey.com• Free Hosting/Data Collection

• Limit : 10 questions• Separated into 2 Surveys• Emailed to 1st and 2nd degree friends in SOE• Posted on Facebook.com

MethodologyInstrument Examples

Survey Part 1 Survey Part 2

Data

K-5 6-120

5

10

15

20

25

9

23

1) What Grade Level will you

Teach?

Currently (FA10) Next Semester (SP11)

Two Semesters from Now (FA11)

0

2

4

6

8

10

12

14

16

18

6

9

17

2) When will you be Student Teaching?

Data4) What does “formative assessment” mean to you as a future

teacher? Kindly Explain.

“it's quick feedback through assessments that improve teaching strategies/methods and student learning/achievement.”

“Formative assessment is important because it allows teachers to continually reevaluate and modify their teaching according to their students' needs.”

“it is a way to give you (the teacher) an understanding whether or not the student comprehends the material being read or presented.”

“As a current teacher, it means to be able to assess the students' knowledge so that it may be possible to determine whether or not I need to change my teaching style to accommodate the students' learning.”

Data

Not A

pplic

able

Alway

s Dis

agre

e

Slig

htly

Disa

gree

It Dep

ends

Slig

htly

Agr

ee

Alway

s Agr

ee0

5

10

15

20

25

0

7

0 0

20

5

4) You are confident about your content

knowledge mastery to formatively assess your future students through

regular question and answer discussions.

Not A

pplic

able

Alway

s Dis

agre

e

Slig

htly

Disa

gree

It Dep

ends

Slig

htly

Agr

ee

Alway

s Agr

ee0

2

4

6

8

10

12

14

1

10

12

0

9

0

5) You believe your School Of Education in-structors emphasized

the need to formatively assess your students.

Data

Not A

pplic

able

Alway

s Dis

agre

e

Slig

htly

Disa

gree

It Dep

ends

Slig

htly

Agr

ee

Alway

s Agr

ee0

2

4

6

8

10

12

14

1

10

12

0

7

2

6) You feel that your School Of Education

instructors sufficiently trained you in various formative assessment

strategies.

Not A

pplic

able

Alway

s Dis

agre

e

Slig

htly

Disa

gree

It Dep

ends

Slig

htly

Agr

ee

Alway

s Agr

ee02468

101214161820

0 0 0

5

18

9

7) You believe that you are emotionally ready to

handle the dynamic classroom questions,

answers and discussions that your future stu-

dents will have in your future classroom.

Data

Not A

pplic

able

Alway

s Dis

agre

e

Slig

htly

Disa

gree

It Dep

ends

Slig

htly

Agr

ee

Alway

s Agr

ee0

2

4

6

8

10

12

14

0

2

0

5

1213

8) You believe that for-mative assessments

throughout the presen-tation of you lessons will

positively boost the moral of your classroom.

Not A

pplic

able

Alway

s Dis

agre

e

Slig

htly

Disa

gree

It Dep

ends

Slig

htly

Agr

ee

Alway

s Agr

ee0

2

4

6

8

10

12

14

16

18

0 0 0

5

11

16

9) Your formative as-sessment strategies will keep you students en-

gaged in active learning of your classroom con-

tent.

Data

Not A

pplic

able

Alway

s Dis

agre

e

Slig

htly

Disa

gree

It Dep

ends

Slig

htly

Agr

ee

Alway

s Agr

ee0

2

4

6

8

10

12

14

16

18

0 0 0

4

12

16

10) A Student-Centered classroom is the central focus of your teaching philosophy and peda-

gogy.

Not A

pplic

able

Alway

s Dis

agre

e

Slig

htly

Disa

gree

It Dep

ends

Slig

htly

Agr

ee

Alway

s Agr

ee0

2

4

6

8

10

12

1412

0

43

8

5

11) Lesson Plans that you have created for any

School Of Education Class or Practicum have explicit plans for forma-

tively assessing your students.

Data

Not A

pplic

able

Alway

s Dis

agre

e

Slig

htly

Disa

gree

It Dep

ends

Slig

htly

Agr

ee

Alway

s Agr

ee0

2

4

6

8

10

12

1412

1

3

1

6

9

12. During a Practicum that you have per-

formed in a school, you constantly engaged your students in student-cen-

tered discussions to formatively assess your

student’s progress throughout your lesson.

Not A

pplic

able

Alway

s Dis

agre

e

Slig

htly

Disa

gree

It Dep

ends

Slig

htly

Agr

ee

Alway

s Agr

ee0

2

4

6

8

10

1210

2

0

3

89

13. Your daily or weekly lesson planning

assignments include formative assessment plans to review and

discuss quizzes, tests or exams after you

have corrected them.

Data

Not A

pplic

able

Alway

s Dis

agre

e

Slig

htly

Disa

gree

It Dep

ends

Slig

htly

Agr

ee

Alway

s Agr

ee0

2

4

6

8

10

12

14

16

18

20

2 2

0

2

8

18

14) You believe that formatively assessing

your students throughout a lesson or unit is a method that

you plan to use in your classroom.

Teacher Student Parent Both Teacher and

Student

0

5

10

15

20

25

30

6

20

24

15) Considering your teaching philosophy, if any of your students

receive a failing grade on your exams, do you

believe that it is the fault of the:

Analysis1. Do Not get enough Practicum, Lesson Planning and Assessment

Strategies Practice• Practicum or Lesson Planning Questions• Numerous “Not Applicable” Responses (12+)

2. Do Plan to formatively asses student understanding throughout a lesson.

3. Majority feel that a Student-centered classroom is central to their pedagogy.

4. Believe that Formative assessments can boost their student’s moral and keep students engaged in active learning.

5. Believe that formative assessments are valuable and effective, but did not feel the emphasis from SOE Professors.

6. Do not receive enough formative assessment strategies training.

7. Student Failure is Result of BOTH Teacher and Student

Conclusion

• SOE Student Teachers are cognitively and affectively committed to Formative Assessments but feel they do not receive enough practical, specialized formative assessment training.

• More Practicum and Lesson Planning Experienced is Required for Secondary Educators in Training.

• Formative Assessment strategies should be emphasized and taught in every ED class.

• Not just in Methods, Strategies or Evaluation

Resources

• Chappuis, Stephen; Chappuis, Jan (2008). The Best value in Formative Assessment. Educational Leadership, Dec/Jan2008, Vol. 65 Issue 4, p14-18, 5p.

• Guskey, Thomas R. (2008). The Rest of the Story. Educational Leadership, Dec/Jan2008, Vol. 65 Issue 4, p28-35, 8p.

• Sternberg, Robert J. (2008). Assessing What Matters. Educational Leadership. Dec/Jan2008, Vol. 65 Issue 4, p20-26, 7p.

• Tomlinson, Carol Ann (2008). Learning to Love Assessment. Educational Leadership. Dec/Jan2008, Vol. 65 Issue 4, p8-13, 6p.

• Wiliam, Dylan (2008). Changing Classroom Practices. Educational Leadership, Dec/Jan2008, Vol. 65 Issue 4, p36-42, 7p.

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