Valuing formative assessment in the high school classroom

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dc.contributor.advisorRose, Sherry
dc.contributor.authorAppleby, Erma
dc.date.accessioned2023-03-01T16:16:27Z
dc.date.available2023-03-01T16:16:27Z
dc.date.issued2016
dc.date.updated2020-04-22T00:00:00Z
dc.description.abstractDespite a multitude of evidence that suggests formative assessment is valuable to both student and teacher learning, research indicates this practice has not yet become routine in the high school classroom culture. The traditional high school environment of teaching, testing and moving on is not supported by research, and is actually disputed by many (Kohn, 1999; Muncer, 2006). This report has been motivated by reputable and comprehensive research conducted by Brookhart (2011), Leahy, Shepard and Stiggins (2001, 2002, 2009), and Black and Wiliam (1998, 2011). Undeniably, though, it was the landmark article by Black and Wiliam, Inside the Black Box: Raising Standards through Classroom Assessment (1998) which identified the correlation between effective formative assessment and student achievement that motivated professional development in formative assessment for and of learning. In their research, Black and Wiliam (1998) point to the use of formative assessment in classroom practices as being essential to increasing achievement among students. In addition, formative assessment “. . .within the reach of all teachers, can contribute substantially to raising standards. . .” (p. 146). I was intrigued by the suggestion that all teachers have the ability to use formative assessment, and wanted to know more about how this would look in a secondary classroom, especially high school English Language Arts. The aim of this research project, Valuing Formative Assessment in the High School Classroom, does not include finding one definitive answer, but to initiate and/or expand the dialogue on formative assessment practices at the High School.
dc.description.copyright© Erma Appleby, 2016
dc.description.noteA Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education In the Graduate Academic Unit of Education.
dc.description.noteM.Ed. University of New Brunswick, Faculty of Education, 2016.
dc.formattext/xml
dc.format.extentvi, 59 pages
dc.format.mediumelectronic
dc.identifier.oclc(OCoLC)1151628129
dc.identifier.otherThesis 9791
dc.identifier.urihttps://unbscholar.lib.unb.ca/handle/1882/13223
dc.language.isoen_CA
dc.publisherUniversity of New Brunswick
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subject.disciplineEducation
dc.subject.lcshEducation, Secondary.
dc.subject.lcshEducational tests and measurements.
dc.subject.lcshHigh school teaching.
dc.subject.lcshEducational evaluation.
dc.titleValuing formative assessment in the high school classroom
dc.typemaster thesis
thesis.degree.disciplineEducation
thesis.degree.fullnameMaster of Education
thesis.degree.grantorUniversity of New Brunswick
thesis.degree.levelmasters
thesis.degree.nameM.Ed.

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