Teacher Perspectives About Using Formative Assessment

Robert Evans, Rose Clesham, Jens Dolin, Alena Hošpesová, Sofie Birch Jensen, Jan Alexis Nielsen, Iva Stuchlíková, Sofie Tidemand, Iva Žlábková

Research output: Chapter in Book/Report/Conference proceedingContribution to book/anthologyResearchpeer-review


This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first ‘teacher perspective’ is about changes in teacher self-efficacies while using formative assessment methods as monitored by a pre- and post-teacher questionnaire. Teachers who tried the unfamiliar formative methods of assessment (see introductory book chapter for these methods) as well as their colleagues who did not were surveyed. The second ‘teacher perspective’ examines changes in teachers’ subjective theories while trying project-specific formative assessment methods in Czech Republic. Analyses are done through case studies and interviews. The final part of the chapter looks at teacher perspectives while using an Internet-based application to facilitate formative assessment. The teacher use of the application and their feedback about its utility are discussed.
Original languageEnglish
Title of host publicationTransforming Assessment: : through an Interplay Between Practice, Research and Policy
Publication date2018
ISBN (Print)978-3-319-63247-6
ISBN (Electronic)978-3-319-63248-3
Publication statusPublished - 2018
Externally publishedYes
SeriesContributions from Science Education Research

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