Date of Award

5-10-2015

Document Type

Thesis and Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

First Advisor

Steven Mertens

Abstract

The levels of use of formative assessment strategies and types of feedback by high school English and mathematics teachers were examined. A non-experimental, quantitative survey approach was used to test whether the levels of use of formative assessment strategies vary by content area taught (English vs. mathematics), teacher's perceptions of their knowledge of these practices, and other teacher demographics (e.g., gender, years of experience, degrees/ qualifications). Survey items on formative assessment strategies included specific items from Classroom Assessment for Student Learning Doing It Right Using It Well. Feedback survey questions were based on Nyquists' typology of feedback. One-hundred twenty-five surveys were returned by junior-level English and Algebra 2 mathematics teachers, with 106 participants (85%) fully completing the survey. The findings of this study revealed teachers' self-perception of their knowledge of formative assessment practices and participation in professional development activities significantly impacted their level of use of such strategies. In addition, the content area taught (English or mathematics) did impact the type of feedback provided to students most often. Overall, teachers are not always using effective formative assessment strategies during instruction.

Comments

Imported from ProQuest Hauser_ilstu_0092E_10544.pdf

Page Count

166

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