Deep Impact: How a Job-Embedded Formative Assessment Professional Development Model Affected Teacher Practice

Authors

  • Thomas A. Stewart Austin Peay State University
  • Gary W. Houchens Western Kentucky University

https://doi.org/10.4471/qre.2014.36

Keywords:


Downloads

Abstract

This study supports the work of Black and Wiliam (1998), who demonstrated that when teachers effectively utilize formative assessment strategies, student learning increases significantly. However, the researchers also found a “poverty of practice” among teachers, in that few fully understood how to implement classroom formative assessment. This qualitative case study examined a series of voluntary workshops offered at one middle school designed to address this poverty of practice. Data were gathered via semi-structured interviews. These research questions framed the study: (1) What role did a professional learning community structure play in shaping workshop participants’ perceived effectiveness of a voluntary formative assessment initiative? (2) How did this initiative affect workshop participants’ perceptions of their knowledge of formative assessment and differentiation strategies? (3) How did it affect workshop participants’ perceptions of their abilities to teach others about formative assessment and differentiated instruction? (4) How did it affect school-wide use of classroom-level strategies?

Results indicated that teacher workshop participants experienced a growth in their capacity to use and teach others various formative assessment strategies, and even non-participating teachers reported greater use of formative assessment in their own instruction. Workshop participants and non-participating teachers perceived little growth in the area of differentiation of instruction, which contradicted some administrator perceptions.

Downloads

Download data is not yet available.

Author Biographies

Thomas A. Stewart, Austin Peay State University

Assistant Professor, Department of Teaching and Learning

Gary W. Houchens, Western Kentucky University

Associate Professor, Department of Educational Administration, Leadership, and Research

References

Assessment Reform Group. (1999). Assessment for learning: Beyond the black box. Cambridge, UK: School of Education, Cambridge University.

Google Scholar Crossref

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan 86(1), 9-21.

Google Scholar Crossref

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80(2), 130-148.

Google Scholar Crossref

Busha, C. H., & Harter, S. P. (1980). Research methods in librarianship. San Diego, CA: Academic Press, Inc.

Google Scholar Crossref

Campbell, M. F. (2011). The PLC at work cartoon book. Bloomington, IN: Solution Tree.

Google Scholar Crossref

Cauley, K., & McMillan, J. (2010). Formative assessment techniques to support student motivation and achievement. The Clearing House 83(1), 1-6.

Google Scholar Crossref

Chappuis, J. (2009). Seven strategies of assessment for learning. Portland, OR: Educational Testing Service.

Google Scholar Crossref

Chappuis, S., Chappuis, J., Stiggins, R. (2009). Supporting teacher learning teams. Educational Leadership, 66(5), 56-60.

Google Scholar Crossref

Chappuis, S., Commodore, C., & Stiggins, R. (2010). Assessment balance and quality: An action guide for school leaders (3rd ed.). Portland, OR: Assessment Training Institute.

Google Scholar Crossref

Common Core State Standards Initiative. (2010, November 24). In the states. Retrieved from http://www.corestandards.org/in-the-states#maine

Google Scholar Crossref

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2008). Strategies of qualitative inquiry. Los Angeles, CA: Sage.

Google Scholar Crossref

Drago-Severson, E. (2008). 4 practices serve as pillars for adult learning. JSD, 29(4), 60-63.

Google Scholar Crossref

DuFour, R., DuFour, R., & Eaker, R. (2006). Professional learning communities at work plan book. Bloomington, IN: Solution Tree.

Google Scholar Crossref

DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree.

Google Scholar Crossref

DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2009). Raising the bar and closing the gap: Whatever it takes. Bloomington, IN: Solution Tree.

Google Scholar Crossref

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2nd ed.). (2010). Bloomington, IN: Solution Tree.

Google Scholar Crossref

DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree.

Google Scholar Crossref

DuFour, R., Eaker, R., & DuFour, R. (Eds.). (2005). On common ground: The power of professional learning communities. Bloomington, IN: National Educational Service.

Google Scholar Crossref

Eaker, R., DuFour, R., and DuFour, R. (2002). Getting started: Reculturing schools to become professional learning communities. Bloomington, IN: National Educational Service.

Google Scholar Crossref

Eaker, R., DuFour, R., and DuFour, R. (2007). A leader’s companion: Inspiration for professional learning communities at work. Bloomington, IN: Solution Tree.

Google Scholar Crossref

Fuchs, L. S. & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children , 53, 199-208.

Google Scholar Crossref

Geertz, C. (1973). The interpretation of cultures: Selected essays. New York, NY: Basic Books.

Google Scholar Crossref

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine Publishing Company.

Google Scholar Crossref

Graham, P., & Ferriter, W. F. (2009). Building a professional learning community at work: A guide to the first year. Bloomington, IN: Solution Tree.

Google Scholar Crossref

Holman, B. (2007). Align, assess, achieve [DVD]. United States: Westerville City Schools.

Google Scholar Crossref

Houchens, G. W. (2008). Principal theories of practice: Mapping the cognitive structure and effects of instructional leadership (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3333813)

Google Scholar Crossref

Jackson, D., & Street, H. (2005). What does collaborative enquiry look like? In H. Street & J. Temperly (Eds.), Improving schools through collaborative enquiry (pp. 41-70). London: Continuum.

Google Scholar Crossref

Kentucky Association for School Councils – KASC. (2010). Understanding Senate Bill 1: Resource booklet. Danville, KY: KASC.

Google Scholar Crossref

Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Leadership, 16, 350-382, 386.

Google Scholar Crossref

Knowles, M. S., Holton, E. F., & Swanson, R. A. (1998). The adult learner (5th ed.). Houston, TX: Gulf Publishing.

Google Scholar Crossref

Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard Business Review, 59-67.

Google Scholar Crossref

Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business School Press.

Google Scholar Crossref

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.

Google Scholar Crossref

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: SAGE.

Google Scholar Crossref

The Merton Institute for Contemplative Living. (2010, November). Dialogue session 3: Why contemplative leadership? Contemplative Leadership Retreat, Bethany Springs Retreat Center, New Haven, KY.

Google Scholar Crossref

Merton, T. (1961). New seeds of contemplation. New York, NY: New Directions Publishing.

Google Scholar Crossref

Merton, T. (2004). The inner experience: Notes on contemplation. San Francisco, CA: Harper.

Google Scholar Crossref

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: SAGE.

Google Scholar Crossref

No Child Left Behind Act of 2001, 20 U.S.C. (2001).

Google Scholar Crossref

Palmer, P. (2000). Let your life speak: Listening for the voice of vocation. San Francisco, CA: Jossey-Bass.

Google Scholar Crossref

Popham, W. J. (2006). Phony formative assessments: Buyer beware! Educational Leadership, 64(3), 86-87.

Google Scholar Crossref

Popham, W. J. (2008). Transformative assessment. Alexandria, VA: ASCD.

Google Scholar Crossref

Popham, W. J. (2011a). Combating phony formative assessment – with a hyphen. Education Week 30(21), 35.

Google Scholar Crossref

Popham, W. J. (2011b, Spring). Exposing the imbalance in “balanced assessment.” Better: Evidence-based Education, 14-15.

Google Scholar Crossref

S. Bill 1, Kentucky Legislature 09RS (2009) (enacted). Retrieved from http://www.lrc.ky.gov/record/09rs/SB1.htm.

Google Scholar Crossref

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.

Google Scholar Crossref

Schmoker, M. (2011). Focus. Alexandria, VA: ASCD.

Google Scholar Crossref

Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.), Perspectives of curriculum evaluation (Vol. 1, pp. 39-83). Chicago, IL: Rand McNally.

Google Scholar Crossref

Steindl-Rast, D. (1999). A listening heart: The spirituality of sacred sensuousness (Rev. ed.). New York, NY: Crossroad.

Google Scholar Crossref

Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86(1), 22-27.

Google Scholar Crossref

Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage.

Google Scholar Crossref

Tajfel, H. (1970). Experiments in intergroup discrimination. Scientific American, 223, 96-102.

Google Scholar Crossref

Tajfel, H. (1972). Some developments in European social psychology. European Journal of Social Psychology, 2, 307-322.

Google Scholar Crossref

Tajfel, H. (Ed.). (1978). Differentiation between social groups: Studies in the social psychology of intergroup relations. London: Academic Press.

Google Scholar Crossref

Tajfel, H. (1981). Human groups and social categories: Studies in social psychology. Cambridge, UK: Cambridge University Press.

Google Scholar Crossref

Tajfel, H. (1982). The social psychology of intergroup relations. Annual Review of Psychology, 33, 1-39.

Google Scholar Crossref

Tajfel, H., Billig, M. G., Bundy, R. P., & Flamant, C. (1971). Social categorization and intergroup behaviour. European Journal of Social Psychology, 1(2), 149-178.

Google Scholar Crossref

Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33-47). Monterey, CA: Brooks/Cole.

Google Scholar Crossref

Tomlinson, C. A. (1999). Mapping a route toward a differentiated instruction. Educational Leadership, 57(1), 12-16.

Google Scholar Crossref

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: ASCD.

Google Scholar Crossref

Wenger, E. (2007). Communities of practice: A brief introduction. Retrieved January 3, 2011, from http://www.ewenger.com/theory/index.htm.

Google Scholar Crossref

Wolcott, H. F. (2009). Writing up qualitative research (3rd ed.). Los Angeles, CA: SAGE.

Google Scholar Crossref

Downloads

Published

2014-02-28

Almetric

Dimensions

How to Cite

Stewart, T. A., & Houchens, G. W. (2014). Deep Impact: How a Job-Embedded Formative Assessment Professional Development Model Affected Teacher Practice. Qualitative Research in Education, 3(1), 51–82. https://doi.org/10.4471/qre.2014.36

Issue

Section

Articles

Most read articles by the same author(s)