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Publication
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| Research Title |
Teachers' Use of Formative Assessment in Classroom using Lesson Study and Open Approach |
| Date of Distribution |
14 September 2014 |
| Conference |
| Title of the Conference |
7th International Conference on Educational Research (ICER) 2014: Challenging Education for Future Change |
| Organiser |
Faculty of Education, Khon Kaen University |
| Conference Place |
Faculty of Education, Khon Kaen University |
| Province/State |
Muang, Khon Kaen, 40002, Thailand |
| Conference Date |
13 September 2014 |
| To |
14 September 2014 |
| Proceeding Paper |
| Volume |
ึ7 |
| Issue |
1 |
| Page |
720-726 |
| Editors/edition/publisher |
Ariyaporn Kuroda, et al./first edition/Anna Offset, Khon Kaen, THAILAND |
| Abstract |
This qualitative case study aimed to analyse teachers' use of formative assessment in
classroom using Lesson Study and Open Approach. The researcher collected data from grade
7 mathematics classroom, Ban Bueng-Niam Bueng-Krainnon school, Mueang Khon Kaen
district, Khon Kaen province. This school had been participating in a project for Professional
Development of Mathematics Teachers through Lesson Study and Open Approach, which
was implemented by the Center for Research in Mathematics Education (CRME), Faculty of
Education, Khon Kaen University since 2007. The target group included students and
teachers who participate in 2013 academic year. As the participant observer, the researcher
collected the data during the teaching on addition through the 12 learning units. The data had
been analysed, included the lesson plans, classroom learning-teaching video tapes, classroom
protocols, classroom observation record, photos of the students’ works, and the teachers’
interviews. The data was analysed by collective discourse occurred in the classroom and
presented the findings in the way that teachers used formative assessment in classroom using
Lesson Study and Open Approach according to Inprasitha (2011)’s framework.
The result of study indicated that formative assessment of teacher was occurred in all
processes in Lesson Study and Open Approach, mostly in collaboratively observe the
research lesson (Do), collaboratively design research lesson (Plan) and collaboratively
discuss and reflect on the research lesson (See), respectively. The formative assessment has
two forms; planned formative assessment and interactive formative assessment. The study
also found that teacher use planned formative assessment more than interactive formative
assessment. Teachers use the planned formative assessment by eliciting, interpreting and
acting on students' information. Classroom which uses the Lesson Study and Open Approach
could promote to plan formative assessment. |
| Author |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Full paper |
| Type of Presentation |
Oral |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
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| Citation |
0
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Journal Publication
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