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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 |
29 September 2014 |
| To |
29 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-Krainon 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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