Elementary teachers' formative evaluation practices in an era of curricular reform in Quebec, Canada

This study examines the formative evaluation practices of 13 experienced elementary school teachers in Quebec, Canada at the level of teacher-student interaction. The qualitative study is based on both semi-structured and stimulated recall interviews as well as videotapes of classroom activities. Th...

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Bibliographic Details
Published in:Assessment in education : principles, policy & practice policy & practice, 2011-11, Vol.18 (4), p.381-398
Main Authors: Thomas, Lynn, Deaudelin, Colette, Desjardins, Julie, Dezutter, Olivier
Format: Article
Language:English
Subjects:
Canada
Class Activities
Classroom Observation Techniques
Curricula
Education reform
Educational evaluation
Educational Practices
Educational Strategies
elementary school
Elementary school students
Elementary School Teachers
Elementary schools
Experienced Teachers
Foreign Countries
Formative Evaluation
Interviews
Learning Activities
Qualitative research
Quebec
Reforms
Teacher Attitudes
teacher practices
Teacher Student Relationship
Teaching Methods
Teaching Styles
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Summary:This study examines the formative evaluation practices of 13 experienced elementary school teachers in Quebec, Canada at the level of teacher-student interaction. The qualitative study is based on both semi-structured and stimulated recall interviews as well as videotapes of classroom activities. The participating teachers were found to be using formative evaluation in a spontaneous, informal way and focussing more often on the product rather than the learning process, although differences were seen between approaches used by teachers of grade one students as opposed to approaches used by teachers of older elementary students. The study demonstrates a link between teacher conceptions and their evaluation practices, and raises questions about how experienced teachers interpret and integrate formative evaluation in their classroom routines.
ISSN:0969-594X
1465-329X
DOI:10.1080/0969594X.2011.590793