TEACHERS’ USE OF FORMATIVE ASSESSMENT IN THE CONTEXT OF LESSON STUDY AND OPEN APPROACH

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กาญจนา เวชบรรพต (Kanjana Wetbunpot)
พิมพ์ลักษณ์ มูลโพธิ์ (Pimlak Moonpo)
ณัฐวัตร สุดจินดา (Nattawat Sudjinda)

Abstract

The objective of this study was the teachers’ use of formative assessment in the context of lesson study and open approach. The target group of this research study consisted of one mathematics teacher. And twenty eight 4th graders. Data were collected on circle and sphere learning unit, gathered by teacher behavior form, teacher self-reflection, lesson plan, and teacher interview. The data were qualitatively analyzed of formative assessment.


Research revealed that the teacher performed in practitioner level as follows: (1) indicated learning objectives in the lesson plan, (2) compared emerged students’ ideas with prescribed learning objectives, (3) used questions to encourage students’ problem solving, (4) gave a chance to students to explain and reason their ideas, provided opportunity for students to compare and summarize ideas,  (5) waited for students’ answering, (6) asked suitable and follow up questions, encouraged students to do self-assessment and check their own thinking, but not obviously on students’ learning adjustment, (7) noticed on active behavior of learning of students, (8) recognized on students’ feeling, (9) slightly adjusted her own teaching from evidence of assessment in classroom, evidence of students’ learning, (10) used evidence of learning to indicate students’ understanding which was in line with objective of leaning.

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References

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