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
Major Advisor
Keith W. Thiede, Ph.D.
Major Advisor
Michele Carney, Ph.D.
Advisor
Jonathan Brendefur, Ph.D.
Advisor
Richard Osguthorpe, Ph.D.
Advisor
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.
Recommended Citation
Bremner, Amanda L., "Teachers’ Knowledge of Formative Assessment Initial Instrument Validation Study" (2014). Boise State University Theses and Dissertations. 802.
https://scholarworks.boisestate.edu/td/802
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons