Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Goggin_2018.pdf (1.87 MB)

ETD Abstract Container

Abstract Header

A quantitative study of the implementation of formative assessment strategies in the classroom

Scott, Goggin Evan
http://rave.ohiolink.edu/etdc/view?acc_num=ashland1525371323044662

Abstract Details

2018, Doctor of Education, Ashland University, College of Education.
The purpose of this quantitative study was to investigate the breadth of formative assessment strategies implemented by classroom teachers. Educators have been turning to the formative assessment strategies as a process of learning to engage students in learning and foster academic growth. This process is only effective if the strategies are incorporated into classroom lessons. In this study, 42 educators from Northeast Ohio who attended the same formative assessment professional development program completed a single survey. This survey was completed to gather information regarding the frequency of use of 15 formative assessment strategies. Strategies were categorized based upon three steps in an operational structure that frame the formative assessment process and if they are student- or teacher-driven. The data identified the overall frequency of use of formative assessment strategies, frequency of use of strategies by operational step, and frequency of use of student and teacher driven strategies.
Harold Wilson, PhD (Committee Chair)
Constance Savage, PhD (Committee Co-Chair)
James Olive, PhD (Committee Member)
136 p.
Education; Educational Leadership
Formative Assessment; implementation; operational structure; student-driven; teacher-driven

Recommended Citations

Citations

  • Scott, G. E. (2018). A quantitative study of the implementation of formative assessment strategies in the classroom [Doctoral dissertation, Ashland University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1525371323044662

    APA Style (7th edition)

  • Scott, Goggin. A quantitative study of the implementation of formative assessment strategies in the classroom. 2018. Ashland University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ashland1525371323044662.

    MLA Style (8th edition)

  • Scott, Goggin. "A quantitative study of the implementation of formative assessment strategies in the classroom." Doctoral dissertation, Ashland University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1525371323044662

    Chicago Manual of Style (17th edition)

ashland1525371323044662
3,178
© 2018, all rights reserved.
This open access ETD is published by Ashland University and OhioLINK.