Marcea Ingersoll
Biographic Data
| ID | 6155667 |
|---|---|
| NAME | Marcea Ingersoll |
| GIVEN NAMES | Marcea |
| FAMILY NAME | Ingersoll |
| SIGNATURE | INGERSOLL M |
| AFFILIATIONS | St. Thomas University |
| ORCID | 0000-0001-8704-4863 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Training in-service subject teachers to implement formative assessment through action research
Formative assessment is widely accepted as an essential strategy that teachers of all levels should know and use. At the secondary education level, a crucial stage in learner development, teachers are expected to actively incorporate formative assessment strategies into their subject-specific teaching and to create learning environments that consider both the teaching methods and the specific content being taught. This study reports findings from…
Formative Assessment in Upper Secondary Schools: Ideas, Concepts, and Strategies
Recently, the European Commission issued a report on how to implement various assessment strategies in secondary schools. In particular, the Working Group on Schools emphasized the need to implement and balance assessment strategies that address both formative and summative aspects of learning. This study involves 716 Italian upper secondary teachers to highlight the ideas and concepts of formative assessment in Italian schools, to explore how te…
Self‐ and peer‐assessment in upper secondary schools. A quasi‐experimental study to investigate the educational effectiveness of formative assessment
The assessment of student learning represents a key component of daily instructional practice. Formative assessment strategies are associated with the development and reinforcement of a series of skills linked to cognitive, metacognitive, behavioural and affective areas. This study investigated the effectiveness of formative assessment strategies in supporting the development of students' emotional and motivational capacities, resilience, self‐ef…
Administrators’ perspectives on teachers breaking contract at international schools
This study on breaking contract at international schools provides insights from interviews with 13 international school administrators. Through an examination of the reasons for, and impacts of, breaking contract, five types of international school contract non-completion are identified. In addition to a typology for future studies of this phenomenon, the study outlines five impacts of contract non-completion and four key domains for school leade…
Formative assessment in higher education: An exploratory study within programs for professionals in education
This study explores how prospective professionals in higher education can learn about and apply formative assessment methods relevant to their future educational workplaces. In the academic year 2022–23, 156 pre-service teachers, social workers, and heads of social services took part in a three-stage mixed-method study on university learning experiences involving formative assessment practices. They were exposed to self-, peer-, and group-assessm…
Supporting literacy through social justice literature: A conceptual argument for reading time in preservice teaching
Preservice teachers enter teacher education programs with varying reading habits and conceptions of social justice. This specific problem of practice—made visible by personal practical knowledge (Connelly & Clandinin, 1988), is examined using currere (Pinar, 2020) and Simpson and Cremin’s (2022) concept of the additive trio. This conceptual paper asserts the need to simultaneously support preservice teachers’ reading habits, knowledge of children…
Miseducation: Inequality, Education and the Working Classes
No prominent works on this page.
Miseducation: Inequality, Education and the Working Classes
Administrators’ perspectives on teachers breaking contract at international schools
This study on breaking contract at international schools provides insights from interviews with 13 international school administrators. Through an examination of the reasons for, and impacts of, breaking contract, five types of international school contract non-completion are identified. In addition to a typology for future studies of this phenomenon, the study outlines five impacts of contract non-completion and four key domains for school leade…
Formative assessment in higher education: An exploratory study within programs for professionals in education
This study explores how prospective professionals in higher education can learn about and apply formative assessment methods relevant to their future educational workplaces. In the academic year 2022–23, 156 pre-service teachers, social workers, and heads of social services took part in a three-stage mixed-method study on university learning experiences involving formative assessment practices. They were exposed to self-, peer-, and group-assessm…
Supporting literacy through social justice literature: A conceptual argument for reading time in preservice teaching
Preservice teachers enter teacher education programs with varying reading habits and conceptions of social justice. This specific problem of practice—made visible by personal practical knowledge (Connelly & Clandinin, 1988), is examined using currere (Pinar, 2020) and Simpson and Cremin’s (2022) concept of the additive trio. This conceptual paper asserts the need to simultaneously support preservice teachers’ reading habits, knowledge of children…
Training in-service subject teachers to implement formative assessment through action research
Formative assessment is widely accepted as an essential strategy that teachers of all levels should know and use. At the secondary education level, a crucial stage in learner development, teachers are expected to actively incorporate formative assessment strategies into their subject-specific teaching and to create learning environments that consider both the teaching methods and the specific content being taught. This study reports findings from…
Formative Assessment in Upper Secondary Schools: Ideas, Concepts, and Strategies
Recently, the European Commission issued a report on how to implement various assessment strategies in secondary schools. In particular, the Working Group on Schools emphasized the need to implement and balance assessment strategies that address both formative and summative aspects of learning. This study involves 716 Italian upper secondary teachers to highlight the ideas and concepts of formative assessment in Italian schools, to explore how te…
Self‐ and peer‐assessment in upper secondary schools. A quasi‐experimental study to investigate the educational effectiveness of formative assessment
The assessment of student learning represents a key component of daily instructional practice. Formative assessment strategies are associated with the development and reinforcement of a series of skills linked to cognitive, metacognitive, behavioural and affective areas. This study investigated the effectiveness of formative assessment strategies in supporting the development of students' emotional and motivational capacities, resilience, self‐ef…
Formative assessment (4 works) · Political science (4 works) · Sociology (4 works) · Student Assessment and Feedback (4 works) · Higher Education Learning Practices (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Reflective Practices in Education (3 works) · Computer Science (2 works)