Student-involved Assessment for Learning Professional Development Case Study

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dc.contributor.advisorAlonzo, Julie
dc.contributor.authorBeard, Erin
dc.date.accessioned2020-09-24T17:16:58Z
dc.date.available2020-09-24T17:16:58Z
dc.date.issued2020-09-24
dc.description.abstractPrior research has established that when student-involved assessment for learning (SI AfL) processes are used effectively, student achievement outcomes improve, including outcomes for students who have been traditionally underserved. Despite the research base and established professional standards, SI AfL remains difficult to implement because not all teachers have been trained to shift their mental model of classroom assessment from a hierarchical assessment-for-grading paradigm to a contemporary SI AfL paradigm. Furthermore, SI AfL professional development (PD) currently remains separate from PD that prevents underserving students. Outdated mental models and disconnected PD result in teachers not implementing both the letter and spirit of SI AfL. This case study explored how an integrated SI AfL PD experience affected teachers’ classroom assessment mindset, SI AfL knowledge, and understanding of the connections between SI AfL, equity, and trauma informed practices (TIPs). The case study sample included four teachers from a large middle school in southern Oregon. The teachers represented all middle school grade levels (6-8) and multiple subject areas (social studies, science, English, and computer skills). Case study findings suggest that the integrated SI AfL PD experience did contribute to a shift in teachers’ classroom assessment mindset, an increase SI AfL knowledge, and an increase in understanding about the connections between SI AfL, equity, and TIPs. Patterns of evidence from written comments and verbal responses demonstrated that participants’ thinking aligned to the 21st century empowerer model of classroom assessment by the end of the PD experience. Participants were able to show their increased knowledge of SI AfL as well as the connections to equity and TIPs through Likert scale survey responses, written reflection, as well as verbal responses. Furthermore, participants responded favorably to the content, pacing, and modalities of the training. Even though participants were exposed to a considerable amount of research, theory, and integrated topics in a short amount of time, participants reported feeling optimism, validation, agency, as well as motivation. Thus, the integrated SI AfL PD experience provides initial evidence of an efficacious approach to supporting busy classroom teachers in implementing both the letter and spirit of SI AfL.en_US
dc.identifier.urihttps://hdl.handle.net/1794/25641
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectassessment for learningen_US
dc.subjectclassroom assessmenten_US
dc.subjecteducational equityen_US
dc.subjectformative assessmenten_US
dc.subjecttrauma informed practicesen_US
dc.titleStudent-involved Assessment for Learning Professional Development Case Study
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.nameD.Ed.

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