The purpose of the qualitative study titled An Investigation of Formative and Summative Portfolio Assessment Methods, is to explore the experiences of a self-described eclectic, primarily constructivist writing instructor who employs portfolio assessment methods in post-secondary writing classes taught to pre or in-service writing teachers. This Action Research study focuses retrospectively on the experiences of the instructors formative and summative assessment of post-secondary writing portfolios. The study also explores theoretical grounding of which educators are often not consciously aware and adds insight into the existing body of knowledge on portfolio assessment practices.<p>The research question is as follows: How does a post-secondary writing instructor employ formative and summative portfolio assessment methods within a constructivist writing community and how does s/he describe the teaching/learning relationship that consequently develops? <p>The goal of the study is to explore in depth one instructors experiences in post-secondary writing courses. I used the following questions as a guideline. <br> to discover how the instructor uses a formative portfolio assessment process of teaching to positively affect the development of writerly skills in a constructivist writing community<br> to discover how the instructor uses summative portfolio assessment of writing to provide accountable end-of-term numerical ranking of student achievement for educational institutions<br> to describe the perspective of a constructivist writing instructor on the use of formative and summative portfolio assessment practices at the post-secondary level<br> to discover the effect formative and summative processes and the constructivist writing community has on the teacher/student relationship <p>Upon analysis of the interview transcripts, I found that teaching, for my participant, is a colourful tapestry that stands alone as her well-crafted teaching practice, but can also be viewed as 4 distinct panels that fit seamlessly together. These four themes are: <br>1. Portfolio evaluation of writing provides for the Constructivist conditions for learning as identified by Driscoll (2000).<br>2. Portfolio evaluation is most effective when built on a foundation of Community within a group of writing students.<br>3. Portfolio evaluation promotes balanced transactional experiences that result in transformation for both student and teacher.<br>4. Portfolio evaluation of writing, as a teaching practice, shows promise for the successful education of marginalized students. <p> I also found that this research has only rippled the surface of a pool of anecdotal knowledge that invites full immersion. I am drawn to further exploration, discussion, development, implementation and assessment of models of formative evaluation that will benefit our students of writing. To this end I have included recommendations for further study specifically aimed at exploring the promising practices of portfolio evaluation for marginalized peoples, most particularly First Nations, Métis and Inuit students, at various levels of education, including primary, secondary and post-secondary levels.

This study examines the relationship between the use of formative assessment in the middle school classroom and select causal factors. For the purpose of this study, the definition of formative assessments is that proposed by Heritage, Kim, Vendliski, and Herman as, “A systematic process to continuously gather evidence and provide feedback about learning while instruction is under way” (2009, p. 1). Factors affecting the use of formative assessments explored in this study include leadership behaviors, professional development, the influence of instructional coaches, and aspects of teacher demographics. Through a mixed-method design, utilizing both a quantitative and qualitative approach, data were collected and analyzed. The quantitative data showed no any significant relationship between formative assessment and the independent variables of leadership behavior, professional development, and the influence of instructional coaches. The data showed that in the area of teacher demographics, there did exist a significant relationship between the grade level taught and the use of formative assessments, suggesting that teachers in the highest grade level (grade 8) had the highest frequency of use. Data collected through the qualitative research revealed that the school in which more frequent professional development training was provided by the school’s instructional coach in the area of formative assessment strategies, the frequency of their use was more prevalent. The findings suggest that the influence of the instructional coach is a factor in teachers’ use of formative assessment. Results from this study add to the body of evidence relating to use of formative assessment. As a result of the findings, the position of instructional coach and how they impact student achievement is recommended for further study.

This formative case study sought to explore the effectiveness of a remedial intervention based on Tier 2 word meanings for students whose primary deficit is phonological. Within the framework of a formative design research study, collaboration between a special education teacher and the researcher allowed for adaption and delivery of content while providing an opportunity to develop teacher capacity as well as student ability. The study found that focusing on the teaching of word meaning enhanced the remedial program due to the inclusion of a greater range of teaching strategies. Too few words were taught in order to bring about a significant improvement in vocabulary knowledge or spelling skill; however, most of the students believed they had improved in spelling and their attitude to writing was more positive at the end of the study. Several students showed improvement in written expression.

This formative case study sought to explore the effectiveness of a remedial intervention based on Tier 2 word meanings for students whose primary deficit is phonological. Within the framework of a formative design research study, collaboration between a special education teacher and the researcher allowed for adaption and delivery of content while providing an opportunity to develop teacher capacity as well as student ability. The study found that focusing on the teaching of word meaning enhanced the remedial program due to the inclusion of a greater range of teaching strategies. Too few words were taught in order to bring about a significant improvement in vocabulary knowledge or spelling skill; however, most of the students believed they had improved in spelling and their attitude to writing was more positive at the end of the study. Several students showed improvement in written expression.

Assessment is one of the key strategies that, if used correctly, can effectively enhance student learning. This study explores senior ESOL (English for Speakers of Other Languages) students' experiences of and attitudes towards formative assessment in the mainstream classroom. The purpose of this study was to investigate how formative assessment might be used effectively to enhance ESOL students' learning from the perspective of senior ESOL students. Data were collected using mixed methods including questionnaires and follow-up interviews with a range of participants from different ethnic backgrounds. One hundred ESOL students participated in the questionnaire and 22 were subsequently interviewed. The questionnaire provided data on the majority ESOL students' experiences and attitudes. Then the interviews allowed participants to describe their experiences and attitudes in more detail. The qualitative methodology used also provided the opportunity for the participants to explain any possible reasons for their attitudes. This study revealed that all the participants had some experiences in some of the formative assessment activities used in classroom. The participants' perspectives also indicated that ESOL students' high expectations for their academic achievement relied on teachers' understanding of their needs as well as effective classroom practice. Feedback was the most favoured formative assessment method by the ESOL students because the students could find out what they had done correctly and where they had gone wrong. Questioning was not liked by the participants, partly because of the language barrier limiting their understanding of the questions, partly because of the way teachers asked the questions (i.e. no wait-time), and partly because of cultural sensitivity (i.e. not wanting to draw attention to oneself). However, the value of questioning as a formative assessment method was recognised by a number of the participants. Self-assessment was liked and found to be useful by some participants. Peer assessment was not liked because of the students' mistrust of their peers' ability to mark their work correctly. Sharing learning objectives and assessment criteria was regarded as an important way to enhance learning as long as teachers provided clear explanations. The study raises questions about the effectiveness of existing formative assessment activities used in classroom and suggests some specific strategies that may help ESOL students learn more effectively. This study clearly indicates that not all formative assessments are equally effective to students of different backgrounds. The choice of formative assessment methods and the way they are administered in class are both important in determining their success for the participants. ESOL students have their own characteristics and needs (e.g. language limitations) and these should to be taken into consideration when choosing and implementing formative assessment methods. The study is of interest in particular to those who teach ESOL students in mainstream classrooms but also has strong links to the field of cross cultural communication, and to the study of effective teaching and learning.

I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance with what we know about best practice in the giving of feedback. I was interested in exploring the factors which may influence students as they do or do not take some form of action to ‘close the gap’ between the standard they have attained and the standard they need to reach. I worked with seven Year 8 boys who were enrolled at an intermediate school in the South Island of New Zealand. The study is qualitative because the methodologies associated with that paradigm are more likely to provide insights into the problem, situated as it is in the experience of students in a classroom setting. I used phenomenography to identify the qualitatively different ways in which the participants viewed the importance and helpfulness of feedback as well as identifying the factors which influenced their acceptance or rejection of the feedback received from their classroom teacher. The categories I identified included supporting progress towards short- and long-term learning goals; the effect of feedback on personal attitudes towards learning; the relationship between the student and the teacher; the type and timing of feedback; the perceived ownership of the work to which the feedback related; and the conditions and understandings of the student. I discussed each of these and formed a phenomenographic outcome space for each of the three basic areas of importance, helpfulness, and factors affecting response. I then used a case approach to prepare case reports on two of the participants, in order to show how the categories identified through the phenomenographic analysis might be manifested in individuals as well as to allow the voices of the students to be heard. I found that each individual embodies a unique combination of the categories, and that it is this unique profile which affects his or her reception and subsequent use of feedback. I then combined the three phenomenographic outcome spaces to form a model of feedback, arranged in four levels, which may be of interest to classroom teachers as they endeavour to improve the learning outcome of the students through tailoring the feedback they give to them. I illustrated the potential use of the model by mapping onto it the profile of the two boys included in the case reports. The differences in, and similarities of, responses of the two boys to feedback are easily discerned. I discussed how these similarities and differences may offer some explanation for differing responses to feedback. To a certain extent the boys have similar outlooks, and may respond in similar ways to feedback which matches with these outlooks. However, at a deeper level, their differences are marked. Feedback which matches the preferences of one is not likely to match those of the other. I argue that in such a case one may accept and act on the feedback while the other may not. I have identified some areas for further research and development which could build on these findings. These include the need to explore the views of girls and other groups of boys on this subject, together with undertaking a project which allows the academic progress of individuals to be tracked once their preferences were identified and mapped onto the model. It would also be useful to construct a suitable instrument for classroom teachers to use for mapping the preferences of their own class members, and to identify any differences in the modifications to their feedback processes which teachers may make to their classroom practice following their use of such an instrument.

The aim of this essay was to investigate whether pupils with higher grades based on formative assessment were more successful at adapting informal texts into formal texts.Six pupils in English 7 were asked to write an informal blog entry about their favorite hobby/pastime and a formal entry also about their favorite hobby/pastime intended for an English encyclopedia. The pupils that were selected were assessed as havingformative grades A-E. The ability to transform informal into formal texts was assessedquantitatively by counting a number of lexical and grammatical features. The results showed that pupils with a higher formative grade did not experience significant difficulties in adapting their language and switching from informal to formal language. The results also showed that the usage of slang and contractions among the pupils with lower grades was maximized.

This study is concerned with understanding the complexities inherent in the mentoring process. It investigates understandings of mentoring primary education student teachers within a school placement context. Further, it explores understandings and perceptions of the use of formative assessment principles and practices to support professional learning within that process. In addition, it aims to identify salient implications for mentoring practices within Initial Teacher Education. Within an instrumental, collective case study, a purposeful sampling strategy was employed in terms of selecting student teachers at a particular stage on a specific programme (an undergraduate primary education degree), their class teacher mentors, and their placement school management level and local authority mentors. Semi-structured interviews were used alongside a constructivist grounded theory approach to data analysis and theory generation (Charmaz, 2006). Current Scottish education policy is used to frame and exemplify points made with a variety of national and international literature employed to analyse findings and suggest recommendations for future mentoring research, policy and practice. Findings indicate that participants understood mentoring as a multidimensional process involving a range of relationships designed to support the mentoring of student teachers within a school placement context. Four relationships, which differ in terms of extent and form/function, are evident: class teacher mentor/mentee; school management mentor/class teacher mentor/mentee; school/university and local authority/school. These relationships appear to range in proximity from close to barely existent. The key relationship is that between class teacher mentor and mentee. Findings further suggest variability in understandings of formative assessment. Most participants were comfortable in describing its forms through examples of classroom practice. However, talking about function (why it is used) was an area of uncertainty. Participants also understood formative and summative assessment as connected processes. Several professional learning sources were cited as the bases of their understandings. With regard to perceptions of the use of formative assessment, findings suggest that it was used within the main mentoring relationship between class teacher mentors and mentees. Responses indicate that it was employed subconsciously in contrast to the structured, explicit way it is used with school pupils. Furthermore, participants viewed it as potentially helpful in the professional learning of mentors and mentees through strategies such as dialogue, self-evaluation and peer assessment. It was noted that support was required to develop the use of formative assessment within the mentoring process. In this respect, participants were able to articulate how it might be implemented with reference to specific professional learning mechanisms, however, were unsure about what its content might be. Based on findings, recommendations for policy and practice in the area of mentor education and partnership within Scottish Initial Teacher Education are suggested to foster a more cohesive, informed approach to mentoring student teachers. Future directions for research emerge in terms of the use of a variety of mentors from within and outwith school placement contexts, investigation of the role of the university tutor within emerging enhanced partnership arrangements, and an exploration of how formative assessment might be more consciously integrated into the mentoring process.

This study describes the findings of a qualitative study examining the understanding about the beliefs and practices about assessment of faculty who teach English as a foreign language. I analyzed the beliefs and practices of EFL faculty members as described in their responses upon the instructional process of the target language following a three-part approach proposed by Miles, Huberman and Saldana (2014), which is a concurrent flow of three activities: (a) data condensation, (b) data display, and (c) conclusion drawing/ verification. For the collection of data, I used two instruments: qualitative interviews, and documents. The following research questions guided this study: 1) what are the beliefs of faculty members about the role of assessment in the teaching of English as a foreign language in undergraduate programs in a higher educational institution in Colombia? 2) How do EFL faculty members describe the practice of assessment in a Colombian higher educational institution, both in terms of their teaching EFL pre service teachers and in their interactions with departmental colleagues? 3) How do EFL faculty members interpret the implications of the guiding principles about assessment of a Colombian university, contained in its undergraduate student manual, for their instructional practice of English as Foreign Language?

I följande kunskapsöversikt sammanställs och kartläggs forskningsområdet förformativ bedömning i matematik. Formativ bedömning syftar till att utveckla elevernas kunskaper genom att kontinuerligt i lärandeprocessen återkoppla till eleven och inte summera och gradera dennes kunskaper i slutet av ett moment. Formativ bedömning är ett välkänt fenomen som har haft stor spridning i både svenska skolor så som världen över. Studierna lyfter positiva och negativa aspekter av arbetet med formativ bedömning i allmänhet och med formativ bedömning i matematik i synnerhet. Studierna som presenteras i följande översikt diskuteras och kartläggs utifrån olika aspekter. Fokusligger på de nyckelstrategier som lyfts i och med formativ bedömning, alltså, tydliggöra mål och kunskapskrav, synliggöra lärandet, återkoppling, aktivera elever som lärresurser för varandra och aktivera eleven som ägare av sin egen lärprocess. Efter att fältet formativ bedömning i matematik har kartlagts följer en fördjupad analys i arbetet med just återkoppling och själv reglerat lärande. Slutsatser som kan dras i och med kunskapsöversikten är bland annat att arbetet med formativ bedömning är tidskrävande och att det är en undervisningsform som behöver etableras i verksamma praktiker innan det kan nå sin fulla potential.