Predicting teachers’ formative assessment practices: Teacher personal and contextual factors

Predicting teachers’ formative assessment practices: Teacher personal and contextual factors

• Yan, Zi The Education University of Hong Kong
• Chiu, Ming Ming The Education University of Hong Kong
• Cheng, Chi Keung Eric The Education University of Hong Kong

Teaching and Teacher Education, 114, 2022

Elsevier

2022

• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Formative Assessment Teacher Personal Factor Contextual Factor

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

• View Full Text 全文連結

Past studies identified isolated factors influencing teachers' formative assessment practices (FAP) but did not show a comprehensive model of it. Hence, this study systematically creates and tests a theoretical model of FAP by determining whether personal or contextual factors are linked to teachers' FAP. We collected longitudinal data from 296 Hong Kong primary and secondary teachers through two waves of the survey. The results of a multivariate outcome, multilevel analysis showed that personal (teacher rank, years of teaching experience, and self-efficacy) and contextual factors (school support, total number of teachers in a school, and teaching grade) significantly impact teachers’ FAP. Copyright © 2022 The Authors. Published by Elsevier Ltd.

• English

Journal Articles

• 0742051X

• 10.1016/j.tate.2022.103718

https://bibliography.lib.eduhk.hk/en/bibs/59e1e1af

2022-07-07