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Publication Date
Summer 2019
Degree Type
Dissertation - Campus Access Only
Degree Name
Doctor of Education (EdD)
Department
Education
Advisor
Brent . Duckor
Keywords
educational leadership, English learners, formative assessment, instruction for English learners, professional development, professional development framework
Subject Areas
Educational leadership; Educational tests & measurements; English as a second language
Abstract
This mixed methods study explored the teachers' beliefs on formative assessment in a small urban elementary school district in Northern California with a large population of English learners. Recent literature suggests the use of formative assessment as a way to improve teaching practices to support the demands of the most recently adopted College- and Career-Ready Standards in California as a vehicle to improve EL students' academic achievement. Teacher surveys and interviews were used to identify the teachers' beliefs of formative assessments for different student populations, teachers' beliefs of specific formative assessment strategies, and the benefits for EL students. Teachers' demographic data were collected to analyze if there were correlations between the teacher's years of teaching, ethnicity, and teachers' beliefs. Findings indicated that the majority of the participating teachers believe that formative assessment benefits all students equally. A second finding was the teachers believe that some FA strategies are more beneficial than others for EL students. The third finding indicated that there was no significant relationship between years of teaching experience, ethnicity, and teachers' beliefs. This study recommends a theory of action and provides a professional development framework to implement formative assessment with EL students and possibly improve teaching and learning for all students, but especially for EL students
Recommended Citation
MacArthur, Elida, "The Potential Promise of Formative Assessment to Improve Teaching and Learning for English Learners and the Teachers’ Beliefs about the Benefits of Formative Assessment for English Learners in a Small Elementary School District." (2019). Dissertations. 34.
DOI: https://doi.org/10.31979/etd.m4m8-xbsb
https://scholarworks.sjsu.edu/etd_dissertations/34
