Date of Conferral
2023
Degree
Ph.D.
School
Education
Advisor
Glenn Penny
Abstract
Formative assessment in the virtual learning environment is a beneficial complement to teacher pedagogy and student learning. But there is little research on high school teachers’ perspectives on the use of formative assessment in the virtual learning environment. The purpose of this basic qualitative study was to address this research gap. The conceptual framework was Black and Wiliam’s theory of formative assessment. Two research questions guided the study. The first addressed high school teachers’ perspectives on formative assessments in the virtual learning environment. The second addressed how teachers used formative assessment in the virtual learning environment. Semistructured interviews were conducted with 11 participants who taught a content area course at the high school level for more than 1 year and used formative assessment in the virtual learning environment. Data were coded to identify emergent themes. Regarding teachers’ perspectives, the themes were that teachers perceived formative assessment as beneficial for student learning; it helped teachers determine consequent instructional strategies; it was an effective monitoring tool. Regarding teachers’ use, the themes were teachers used formative assessment to build students’ agency and engagement. The findings indicated that formative assessment benefited both teachers and students, supported planned instruction, and promoted students’ agency through teacher support and feedback. This study promotes social change by providing best practice and instructional design for teachers and schools transitioning to the virtual learning environment.
Recommended Citation
McBean, Tiffany, "High School Teachers’ Perspectives on Formative Assessment in the Virtual Learning Environment" (2023). Walden Dissertations and Doctoral Studies. 11772.
https://scholarworks.waldenu.edu/dissertations/11772
