An Auto-Ethnography Exploring the Influence of Formative Assessment on Student Self-Efficacy in Reading

cityu.schoolAlbright School of Education
cityu.siteVancouver, BC
cityu.site.countryCanada
dc.contributor.authorHildebrandt, Tawnie
dc.date.accessioned2016-09-01T22:36:10Z
dc.date.available2016-09-01T22:36:10Z
dc.date.issued2016-08
dc.description.abstractThe 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.urihttp://hdl.handle.net/20.500.11803/434
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectformative assessment techniques
dc.subjectautoethnography
dc.subjectstudent self-efficacy
dc.subjectreading assessment
dc.titleAn Auto-Ethnography Exploring the Influence of Formative Assessment on Student Self-Efficacy in Reading
dc.typeThesis
thesis.degree.disciplineEducational Leadership
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster of Education
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