An Auto-Ethnography Exploring the Influence of Formative Assessment on Student Self-Efficacy in Reading
cityu.school | Albright School of Education | |
cityu.site | Vancouver, BC | |
cityu.site.country | Canada | |
dc.contributor.author | Hildebrandt, Tawnie | |
dc.date.accessioned | 2016-09-01T22:36:10Z | |
dc.date.available | 2016-09-01T22:36:10Z | |
dc.date.issued | 2016-08 | |
dc.description.abstract | The aim of this study was to observe the changes in the self-efficacy of Grade 2 and 3 students when using formative assessment techniques in reading, including setting learning goals, self-assessment, and providing students with descriptive feedback. By engaging in an autoethnography, the researcher had the opportunity to reflect on how her involvement in implementing formative assessment affects student self-efficacy. The study was carried out over the length of a ten month school year, with the researcher journaling her decisions, reflections, observations of, and interactions with students. The journals were analyzed and coded to reveal four key themes: using formative assessment to set learning goals, developing trust, the effect of feedback on self-efficacy, and the effect of master experiences on self-efficacy. The results presented evidence that providing students with formative assessment including learning goals and descriptive feedback can have a positive impact on self-efficacy, especially in conjunction with mastery and vicarious experiences. The results correlated with literature exploring how self-efficacy can be influenced and the positive effects formative assessment can have on student achievement. A result that emerged but was not present in the literature was a fluctuation in self-efficacy that a student could have for a specific goal. The results provide an opportunity for the researcher to reflect and make changes to improve her practice to better facilitate student learning and self-efficacy in other subject areas. As well, the results of the study give other educators a window into the successes and struggles of a typical teacher, and invite them to reflect on their own practice and understanding of self-efficacy and formative assessment. | |
dc.identifier.uri | http://hdl.handle.net/20.500.11803/434 | |
dc.language.iso | en | |
dc.publisher.institution | City University of Seattle (CityU) | |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
dc.rights | openAccess | |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | |
dc.subject | formative assessment techniques | |
dc.subject | autoethnography | |
dc.subject | student self-efficacy | |
dc.subject | reading assessment | |
dc.title | An Auto-Ethnography Exploring the Influence of Formative Assessment on Student Self-Efficacy in Reading | |
dc.type | Thesis | |
thesis.degree.discipline | Educational Leadership | |
thesis.degree.grantor | City University of Seattle | |
thesis.degree.level | Masters | |
thesis.degree.name | Master of Education |
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