An Investigation into the Relationships among Middle School Teachers’ Beliefs about Collaboration, Their Perceptions of Formative Assessment, and Selected Teacher Characteristics

An Investigation into the Relationships among Middle School Teachers’ Beliefs about Collaboration, Their Perceptions of Formative Assessment, and Selected Teacher Characteristics

The purpose of this study was to examine the relationships among middle school teachers’ beliefs about collaboration, their rationale for using common formative assessments, and teacher characteristics that can explain these relationships. Seventy-six middle school teachers from two middle schools...

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Bibliographic Details
Main Author: Liz Bergeron
Format: Article
Language:English
Published: Arizona State University 2020-12-01
Series:Current Issues in Education
Subjects:
Formative, assessment, mixed-methods, PLC
Online Access:https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1714
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spelling doaj-615106959bba423f97de02d5d3856ac22021-09-02T17:33:32ZengArizona State UniversityCurrent Issues in Education1099-839X2020-12-01213An Investigation into the Relationships among Middle School Teachers’ Beliefs about Collaboration, Their Perceptions of Formative Assessment, and Selected Teacher CharacteristicsLiz Bergeron0New Tech Network The purpose of this study was to examine the relationships among middle school teachers’ beliefs about collaboration, their rationale for using common formative assessments, and teacher characteristics that can explain these relationships. Seventy-six middle school teachers from two middle schools participated in the study. Findings indicate that teachers believe collaboration benefits instruction and assessment informs instruction. The findings suggest that age might play a role in the relationship between teacher beliefs and assessment, that the degree to which teachers get along with each other influences the success of a collaborative group, and that collaboration is not limited to structured meetings. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1714Formative, assessment, mixed-methods, PLC
collection DOAJ
language English
format Article
sources DOAJ
author Liz Bergeron
spellingShingle Liz Bergeron
An Investigation into the Relationships among Middle School Teachers’ Beliefs about Collaboration, Their Perceptions of Formative Assessment, and Selected Teacher Characteristics
Current Issues in Education
Formative, assessment, mixed-methods, PLC
author_facet Liz Bergeron
author_sort Liz Bergeron
title An Investigation into the Relationships among Middle School Teachers’ Beliefs about Collaboration, Their Perceptions of Formative Assessment, and Selected Teacher Characteristics
title_short An Investigation into the Relationships among Middle School Teachers’ Beliefs about Collaboration, Their Perceptions of Formative Assessment, and Selected Teacher Characteristics
title_full An Investigation into the Relationships among Middle School Teachers’ Beliefs about Collaboration, Their Perceptions of Formative Assessment, and Selected Teacher Characteristics
title_fullStr An Investigation into the Relationships among Middle School Teachers’ Beliefs about Collaboration, Their Perceptions of Formative Assessment, and Selected Teacher Characteristics
title_full_unstemmed An Investigation into the Relationships among Middle School Teachers’ Beliefs about Collaboration, Their Perceptions of Formative Assessment, and Selected Teacher Characteristics
title_sort investigation into the relationships among middle school teachers’ beliefs about collaboration, their perceptions of formative assessment, and selected teacher characteristics
publisher Arizona State University
series Current Issues in Education
issn 1099-839X
publishDate 2020-12-01
description The purpose of this study was to examine the relationships among middle school teachers’ beliefs about collaboration, their rationale for using common formative assessments, and teacher characteristics that can explain these relationships. Seventy-six middle school teachers from two middle schools participated in the study. Findings indicate that teachers believe collaboration benefits instruction and assessment informs instruction. The findings suggest that age might play a role in the relationship between teacher beliefs and assessment, that the degree to which teachers get along with each other influences the success of a collaborative group, and that collaboration is not limited to structured meetings.
topic Formative, assessment, mixed-methods, PLC
url https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1714
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