Formative Assessment Practices and the School Social Climate. A New Approach to the Subject Based on a Study Conducted in Poland

• Authors: Aleksandra Tłuściak-Deliowska , Monika Czyżewska

Abstracts

EN

The topic of formative assessment has rarely been addressed in Polish educational research studies, and the connection between formative assessment and the school climate has, until now, never been examined. The subject of this quantitative study were the formative assessment practices used by elementary school teachers and the school social climate. The participants were students (N=491) and teachers (N=60). Findings indicate that: (1) to a varying degree, teachers use activities that make up formative assessment, (2) schools differ significantly in their formative assessment practices, (3) the social climate at these schools is positive, (4) formative assessment practices are positively correlated with the school climate.

Keywords

EN

formative assessment; school climate; feedback; interpersonal relationships; learning process

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2019
• Volume: 55
• Pages: 30-41

Dates

published

2019

Contributors

author

Aleksandra Tłuściak-Deliowska

• The Maria Grzegorzewska University

author

Monika Czyżewska

• The Maria Grzegorzewska University

References

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• Thapa A., Cohen J., Higgins-D’Alessandro A., Guffey S. (2012). School Climate Research Summary. National School Climate Center: School Climate Brief, 3, August 2012.
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• Wiliam, D. (2007), Content Then Process: Teacher Learning Communities in the Service of Formative Assessment, in: D. Reeves (ed.), Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning (pp. 183–204). Bloomington: Solution Tree Press.

Identifiers

DOI

10.15804/tner.2019.55.1.02

Biblioteka Nauki

1967815