Moving Beyond the "Get it or Don't" Conception of Formative Assessment
Bibliographic Data
| ID | 4307565 |
|---|---|
| Authors | Valerie K Otero (University of Colorado Boulder), Valerie Otero (0000-0001-6890-4880, University of Colorado Boulder, corresponding author) |
| Year | 2006 |
| Volume | 57 |
| Issue | 3 |
| Pages | 247-255 |
| Publication date | 2006-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487105285963 |
| OpenAlex | W2072854416 |
| Language | EN |
| Citations received | 10 |
| References cited | 1 |
This article proposes a model of formative assessment grounded in Vygotsky's theory of concept formation and argues that this model can provide a useful framework for facilitating a beginning teacher's continued learning. The model is used to argue that beginning teachers need to know how to recognize, describe, and use students' prior knowledge not only in terms of whether students get the academic concept but also in terms of the valuable, experience-based aspects of what students do know. The author demonstrates the model's utility by describing the results of a 3-year classroom research study on preservice teachers' conceptions of students' prior knowledge and formative assessment. A "get it or don't" conception was commonly used by preservice teachers and was found to have serious impacts on their instructional practices. The article concludes by exploring the potential of a theory-enhanced model of formative assessment for teacher educators' own instructional practices
Formative assessment · Mathematics education · Pedagogy · Educational and Psychological Assessments · Innovative Education and Learning Practices · Psychology · Reflective Practices in Education
Characterising pre-service secondary science teachers’ noticing of different forms of evidence of student thinking
How preservice teachers change noticing and reasoning skills for formative assessment
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Ting, tang, tong
Affordances of video-based professional development for supporting physics teachers' judgments about evidence of student thinking
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A Case Study of Preservice Science Teachers' Enactment of Co‐Designed Formative Assessment Practices in a Chemistry Laboratory Setting
| Unique citing works | 10 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |