This document outlines two plans for a research project on assessing the use of feedback as an assessment tool from teachers' perspectives. The first plan involves interviewing teachers, observing classrooms, and reviewing examples of teacher feedback. It aims to determine if teachers find feedback more effective than tests and if technology can help teachers provide feedback. The second plan also involves interviewing teachers and reviewing feedback examples. It seeks to compare teachers' views on assessment with their practices, identify gaps in their formative assessment knowledge, and help support teachers' roles in giving feedback. Both plans involve collecting and analyzing various qualitative data sources and comparing findings to theoretical frameworks on formative assessment and feedback.

1. First plan
o Why assessing?
o Why tests?
o Are tests a fair way of
assessing?
Ana Lúcia Krüger Vargas

2. 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).

3. •
•
•
•
Edmodo Daily Diaries (students)
Pre and post interview(teacher)
Teacher’s feedback to students
Classroom Observation

5. Second plan

6. 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.

7. • 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

8. 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