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Ana's thesis - Dec13
 

Ana's thesis - Dec13

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Process of developing the thesis

Process of developing the thesis

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    Ana's thesis - Dec13 Ana's thesis - Dec13 Presentation Transcript

    • First plan o Why assessing? o Why tests? o Are tests a fair way of assessing? Ana Lúcia Krüger Vargas
    • o o o o Assessment is part of our life We assess and are assessed all the time Assessment in schools Feedback as a way of assessing How can feedback be used as an effective assessment tool for teachers and students? I expect that the teacher will consider feedback more effective than tests for assessing pupils’ learning progress (H1) and on their hand, pupils will consider feedback an efficient tool for developing their learning(H2). How can technology facilitate teacher’s work in giving feedback? I expect that the use of technology will save time and efforts from the teacher, giving her opportunity to effectively think over the feedback given to the pupils (H3).
    • • • • • Edmodo Daily Diaries (students) Pre and post interview(teacher) Teacher’s feedback to students Classroom Observation
    • Second plan
    • Research question Data Analysis Interview with teachers What are the differences (1st-4th grades) between teacher’s concepts about assessment and feedback Case feedback and their real practices? Compare teachers’ given concepts and mentioned practices in assessing and giving feedback with the feedback given in the case scenarios. What are the concepts of formative assessment and feedback that teachers lack in theory and practice, if any? Theory review Interview with teachers and case feedback Revise theory of formative assessment and feedback in order to check if teachers know and/or apply them, based on the information given in the interview and case scenarios. How can formative assessment and feedback theory support teachers’ role in assessing and giving feedback? Theory review Interview with teachers and case feedback Based on what is found in question two, suggest ways of assisting teachers in their role of assessing and giving feedback.
    • • Interview (semi-structured) with teacher (4 teachers) • Case scenarios feedback (3 scenarios) • Theory base: Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research Nicol, D. J &Mackfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education • Previous research: Dixon, H.R., Hawe, E. & Parr, J. (2011). Enacting assessment for learning: the beliefs practice nexus. Assessment in Education: Principles, Policy & Practice
    • September Readings on theoretical background October Develop theory Defining analysis method November Start analyzing/writing December --January, February, March Analyze/write April Revise May Deliver September Readings on theoretical background Starting a new plan October Develop the plan Collect new data Start working on the data November Work on data Develop the theory (base) Start coding / working with analysis December --January Define analysis method February, March, April Analyze/write May Revise June Deliver