Formative assessment of teachers in the context of an online learning environment
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.2/9772 |
Resumo: | This case study looked at how an assessment strategy designed for an online learning environment can support teachers’ professional development. More specifically, we intended to evaluate how a particular online assessment design can help the participating in-service teachers to recognize the added value of formative assessment, and promote their own use of formative assessment in their professional classroom practices. The presented assessment design consists of a combination of different, non-standard assessment methods in an online environment. We analysed data from 494 questionnaires, the participants’ critical reflections about their learning and the participants’ produced artefacts. The findings illustrate the participants’ recognition of the formative character of the proposed assessment design, reflected not only by the high scores reported in seven of the eight themes explored, but also from the qualitative analysis of the participants’ reflections and artefacts. Suggestions are offered for the improvement of the proposed assessment design, so as to better promote the formative character of assessment. In particular, implications for the development of formative assessment in online professional development are discussed taking into account its potential to promote the participants’ self-regulatory learning processes. |
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Formative assessment of teachers in the context of an online learning environmentin-service teacher educationProfessional developmentFormative assessmentAssessment designODS::04:Educação de QualidadeThis case study looked at how an assessment strategy designed for an online learning environment can support teachers’ professional development. More specifically, we intended to evaluate how a particular online assessment design can help the participating in-service teachers to recognize the added value of formative assessment, and promote their own use of formative assessment in their professional classroom practices. The presented assessment design consists of a combination of different, non-standard assessment methods in an online environment. We analysed data from 494 questionnaires, the participants’ critical reflections about their learning and the participants’ produced artefacts. The findings illustrate the participants’ recognition of the formative character of the proposed assessment design, reflected not only by the high scores reported in seven of the eight themes explored, but also from the qualitative analysis of the participants’ reflections and artefacts. Suggestions are offered for the improvement of the proposed assessment design, so as to better promote the formative character of assessment. In particular, implications for the development of formative assessment in online professional development are discussed taking into account its potential to promote the participants’ self-regulatory learning processes.Repositório AbertoOliveira, IsolinaTinoca, Luís2020-06-09T13:06:16Z20132013-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/9772engTinoca, L. & Oliveira, I. (2013). Formative assessment of teachers in the context of an online learning environment, Teachers and Teaching: theory and practice, 19:2, 214-227.1354-0602http://dx.doi.org/10.1080/13540602.2013.7418361470-1278info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T15:33:19Zoai:repositorioaberto.uab.pt:10400.2/9772Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:49:27.360684Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Formative assessment of teachers in the context of an online learning environment |
title |
Formative assessment of teachers in the context of an online learning environment |
spellingShingle |
Formative assessment of teachers in the context of an online learning environment Oliveira, Isolina in-service teacher education Professional development Formative assessment Assessment design ODS::04:Educação de Qualidade |
title_short |
Formative assessment of teachers in the context of an online learning environment |
title_full |
Formative assessment of teachers in the context of an online learning environment |
title_fullStr |
Formative assessment of teachers in the context of an online learning environment |
title_full_unstemmed |
Formative assessment of teachers in the context of an online learning environment |
title_sort |
Formative assessment of teachers in the context of an online learning environment |
author |
Oliveira, Isolina |
author_facet |
Oliveira, Isolina Tinoca, Luís |
author_role |
author |
author2 |
Tinoca, Luís |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Repositório Aberto |
dc.contributor.author.fl_str_mv |
Oliveira, Isolina Tinoca, Luís |
dc.subject.por.fl_str_mv |
in-service teacher education Professional development Formative assessment Assessment design ODS::04:Educação de Qualidade |
topic |
in-service teacher education Professional development Formative assessment Assessment design ODS::04:Educação de Qualidade |
description |
This case study looked at how an assessment strategy designed for an online learning environment can support teachers’ professional development. More specifically, we intended to evaluate how a particular online assessment design can help the participating in-service teachers to recognize the added value of formative assessment, and promote their own use of formative assessment in their professional classroom practices. The presented assessment design consists of a combination of different, non-standard assessment methods in an online environment. We analysed data from 494 questionnaires, the participants’ critical reflections about their learning and the participants’ produced artefacts. The findings illustrate the participants’ recognition of the formative character of the proposed assessment design, reflected not only by the high scores reported in seven of the eight themes explored, but also from the qualitative analysis of the participants’ reflections and artefacts. Suggestions are offered for the improvement of the proposed assessment design, so as to better promote the formative character of assessment. In particular, implications for the development of formative assessment in online professional development are discussed taking into account its potential to promote the participants’ self-regulatory learning processes. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013 2013-01-01T00:00:00Z 2020-06-09T13:06:16Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.2/9772 |
url |
http://hdl.handle.net/10400.2/9772 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Tinoca, L. & Oliveira, I. (2013). Formative assessment of teachers in the context of an online learning environment, Teachers and Teaching: theory and practice, 19:2, 214-227. 1354-0602 http://dx.doi.org/10.1080/13540602.2013.741836 1470-1278 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799135079231913984 |