Date of Award
3-2012
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Graduate Education
Abstract
When student learning is defined solely by the results of a summative test, the nature of the student is devalued and the process of learning is minimized. Currently, the educational quality of schools is often judged by performance on standardized tests. This has put strain on teachers to measure up to government-set standards and has left students struggling to perform on high-pressure tests. An alternative to such testing exists in formative assessment. When one looks closely at formative assessment and its use within a Christian classroom, one begins to see the value this method of assessment has: individualized attention is given to the needs of diverse learners, learning is valued as a process not a product, and a collaborative learning partnership is forged between teacher and student. This research describes key types of formative assessment which better meet the learning needs of today’s students in Christian schools.
Recommended Citation
Schenk, Kevin, "Formative Assessment in the Christian Classroom" (2012). Master of Education Program Theses. 34.
https://digitalcollections.dordt.edu/med_theses/34
Comments
Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education