Article
Science Teachers' Elicitation Practices: Insights for Formative Assessment
Educational Assessment
(2015)
Abstract
In evaluating teachers' instructional decisions during instruction, it is clear that the nature of their elicitation is crucial for student learning. When instructional decisions are informed by information about students' conceptual understanding, significant learning is possible. This article examined the elicitation practices of two high school science teachers who indicated that they made instructional decisions based on the elicited evidence of students' knowledge but whose elicitation practices were characteristic of low-level elicitation. The teachers focused on students' responses that used canonical terms and expressed acceptable knowledge. The teachers demonstrated low-level responsiveness because they did not have full access to students' knowledge. The elicited evidence of students' knowledge that was used in making instructional decisions was not representative of students' conceptual understanding. There was, thus, a mismatch between the teachers' perspectives about their formative assessment practice and what is considered effective formative assessment.
Disciplines
Publication Date
May 11, 2015
DOI
10.1080/10627197.2015.1028619
Citation Information
Comfort M Ateh. "Science Teachers' Elicitation Practices: Insights for Formative Assessment" Educational Assessment Vol. 20 Iss. 2 (2015) p. 112 - 131 ISSN: 1062-7197 Available at: http://works.bepress.com/comfort_ateh/10/