Formative assessment and the intuitive incorporation of research-based instruction techniques created by Paula Kuiper, Rachel VanOeffelen, Simon Veldkamp, Isaac Bokma, Luke Breems

By:

Kuiper, Paula [author]

Contributor(s):

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 26 , number 2,Canada: Miami University, 2015Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Formative evaluation -- Teaching methods -- Social theories

LOC classification:

LB1778 JOU

Abstract: Using Max Weber's theory of ideal types, the authors classify the formative assessment techniques used by 12 college instructors. Their data reveal two pairs of opposing preferences: (1) highly preplanned vs. highly emergent and (2) focused on individual students vs. focused on the class as a whole. Using interview data, they illustrate how each type of instructor adopts practices consistent with research-based pedagogy, even while he or she may be unaware of the research base. The resulting composite case studies may serve as a reflection tool for instructors and professional developers pursuing proven formative assessment strategies.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 26, no.2 (pages125-157)	Not for loan	For in house use only

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Using Max Weber's theory of ideal types, the authors classify the formative assessment techniques used by 12 college instructors. Their data reveal two pairs of opposing preferences: (1) highly preplanned vs. highly emergent and (2) focused on individual students vs. focused on the class as a whole. Using interview data, they illustrate how each type of instructor adopts practices consistent with research-based pedagogy, even while he or she may be unaware of the research base. The resulting composite case studies may serve as a reflection tool for instructors and professional developers pursuing proven formative assessment strategies.

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