Emem Umoh Eka (author)
Andrew Kitchenham (Thesis advisor)
University of Northern British Columbia (Degree granting institution)

2015

Master of Education (MEd)

Education

Number of pages in document: 108

This study explores the perspectives of professors and instructors using formative assessment strategies in the classroom. A qualitative phenomenology was used to utilize the data from nine (n=9) questionnaires and three (n=3) in-depth semi-structured interviews with UNBC School of Education professors and instructors. The questionnaire and the interview questions regarding the use of formative assessment strategies were drafted based on the strategies identified by Black and Wiliam (1998). The findings from the questionnaire revealed that professors and instructors were aware of the purpose of assessment, the importance of student-focused assessment, and the various ways of implementing formative assessment. Additionally, the interviews showed that professors and instructors were aware of the importance and impact of formative assessment when implemented in teaching and learning, which, in turn, could move students' learning forward by providing effective and continuous feedback. The findings from this research can increase understanding of assessment in post-secondary settings and may benefit educators who implement formative assessment practices, through continuous and regular professional development (Brancato, 2003). --Leaf ii.

Grading and marking (Students) -- British Columbia -- Prince George -- Evaluation.
Educational tests and measurements -- British Columbia -- Prince George -- Case studies.
Educational evaluation -- British Columbia -- Prince George.
University of Northern British Columbia. School of Education -- Evaluation.

https://doi.org/10.24124/2015/bpgub1662

research (documents)