UVM Theses and Dissertations
Format:
Print
Author:
Gallup-Ellis, Kristy
Dept./Program:
College of Education and Social Services
Year:
2009
Degree:
Ed. D.
Abstract:
When No Child Left Behind arrived on the scene it brought with it an intense level of federal and state accountability. School reform researchers suggest that these seemingly exclusive high stakes accountability assessments ignore the importance of classroom assessment for improving student performance (Stiggins, 2002). Instead they encourage educational leaders to explore the importance of developing internal accountability, professional collaboration, and honest reflection (Fullan, 2005; Starratt, 2003).
Formative assessment has been identified as an effective instructional practice for improving student performance (Black & Wiliam, 1998). However the five strategies of identifying learning targets and success criteria, providing meaningful feedback, asking questions, using self-assessment, and facilitating peer assessment have been studied primarily in the content areas of math and science. These formative assessment strategies that Black and William (1998) define are difficult to implement in isolation of content knowledge. This is especially true when the learning targets are as complex as reading comprehension.
This qualitative, action research study was designed to explore teachers' perceptions of a professional development model. The model was created to support the use of formative assessment to increase reading comprehension growth. The study explored knowledge and skills that teachers need to successfully implement formative assessment to improve reading comprehension. It also identified patterns of comprehension glitches in our struggling readers. Data analysis led to the following themes: 1) Understanding and defining comprehension proficiency as learning from complex text, 2) Implementing formative assessment to increase reading comprehension, and 3) Generating feedback to improve the professional development model.
Formative assessment has been identified as an effective instructional practice for improving student performance (Black & Wiliam, 1998). However the five strategies of identifying learning targets and success criteria, providing meaningful feedback, asking questions, using self-assessment, and facilitating peer assessment have been studied primarily in the content areas of math and science. These formative assessment strategies that Black and William (1998) define are difficult to implement in isolation of content knowledge. This is especially true when the learning targets are as complex as reading comprehension.
This qualitative, action research study was designed to explore teachers' perceptions of a professional development model. The model was created to support the use of formative assessment to increase reading comprehension growth. The study explored knowledge and skills that teachers need to successfully implement formative assessment to improve reading comprehension. It also identified patterns of comprehension glitches in our struggling readers. Data analysis led to the following themes: 1) Understanding and defining comprehension proficiency as learning from complex text, 2) Implementing formative assessment to increase reading comprehension, and 3) Generating feedback to improve the professional development model.