Document Type
Dissertation
Degree
Doctor of Education
Major
Teaching-Learning Processes
Date of Defense
6-9-2016
Graduate Advisor
Natalie Bolton, PhD
Committee
Natalie Bolton
Kim Song
Gayle Wilkinson
Cody Ding
Abstract
A descriptive case study was conducted to examine how teachers' perception of a positive school climate and effective use of formative assessment practices impacts their students’ learning as measured by a state level standards-based assessment. Data collection included (a) two surveys; (b) an e-interview collected from eight 7th and 8th grade core teachers from a suburban public Midwestern middle school utilizing expeditionary learning related to their use of formative assessment practices and school climate; and (c) their student (N = 178) results on the Smarter Balanced English Language Arts assessment. Study results showed that grade 7 and 8 core teachers clearly understood the definition of formative assessment practices, agreed that a positive school climate can impact the effectiveness of formative assessment practices, and expressed confidence that their use of formative assessment practices aided in closing the achievement gap and contributed to student academic success on the Smarter Balanced English Language Arts assessment.
OCLC Number
958881421
Recommended Citation
Alovor, Yolanda, "TEACHER PERSPECTIVE AND THE IMPACT OF USING FORMATIVE ASSESSMENTS ON CLIMATE AND ACHIEVEMENT IN MIDDLE SCHOOL ENGLISH LANGUAGE ARTS" (2016). Dissertations. 103.
https://irl.umsl.edu/dissertation/103