Creating a context for growth-focused assessment

Research output: Contribution to journalArticleResearchpeer-review

Abstract

We present a naturalistic case study of one teacher’s development of a growth-centered context for classroom assessment. In-depth interviews, analysis of student work, and observations were used to identify the processes this teacher used to engage her students in the assessment process. Data were analyzed using listening guide analysis to garner a holistic perspective on the nature of teaching, learning, and community established in this classroom. Findings are described by aligning the specific techniques used by this teacher to the growth mindset supportive instructional strategies noted in the literature and then providing tips for implementation in a middle grades classroom.

Original languageEnglish
Pages (from-to)30-37
Number of pages8
JournalMiddle School Journal
Volume47
Issue number5
DOIs
StatePublished - 19 Oct 2016

Fingerprint

Students
classroom
Process Assessment (Health Care)
teacher
Growth
Growth and Development
Teaching
Learning
Interviews
student
interview
learning
community
literature

Keywords

  • assessment
  • case study analysis
  • growth mindset
  • middle grades

Cite this

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Creating a context for growth-focused assessment. / Barnes, Nicole; Fives, Helenrose.

In: Middle School Journal, Vol. 47, No. 5, 19.10.2016, p. 30-37.

Research output: Contribution to journalArticleResearchpeer-review

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