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

By: Contributor(s): Material type: TextTextSeries: 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): 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 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

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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