Publication Date

5-2014

Date of Final Oral Examination (Defense)

3-17-2014

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Keith W. Thiede, Ph.D.

Supervisory Committee Co-Chair

Michele Carney, Ph.D.

Supervisory Committee Member

Jonathan Brendefur, Ph.D.

Supervisory Committee Member

Richard Osguthorpe, Ph.D.

Supervisory Committee Member

Roger Stewart, Ph.D.

Abstract

Formative assessment research indicates that use of formative assessment positively impacts student achievement. Teachers ought to be provided professional development in formative assessment in order to make it an integral part of their classroom practice. Just as teachers need to assess student knowledge prior to instruction, teacher knowledge of formative assessment needs to be assessed in order to guide the professional development teachers receive. However, no instrument exists that assesses teacher knowledge of formative assessment. An instrument to assess teacher knowledge of formative assessment was created and piloted. The results of the pilot study indicated the instrument had modest reliability. The instrument was then administered to a large sample (n = 102) and a confirmatory factor analysis was conducted. As a result of the analysis, initial validity was established on an 11 item instrument for use in measuring teachers’ knowledge of formative assessment.

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