ABSTRACT

This paper explores ways of capturing teachers’ formative assessment behaviors in Philippine classrooms through an observation tool. Early versions of the tool were structured using the ‘Elicit-Student response-Recognize-Use’ ESRU model. To account for the practices observed in the classroom, the observation tool was resituated to focus on Elicit (E) and Use (U) components. Both cultural and physical factors that characterize the Philippine classroom were considered to help ensure that the observation tool would reflect current practices in classrooms. Data from the tool are envisioned to inform the Philippines’ Department of Education as they embark on the development of teacher competencies in formative assessment. The final version of the tool captures the basic practices in a reliable way. The tool provides a model of increasing competency in formative assessment implementation that can be used to design teacher training modules and for professional development.

摘要

本文探讨了通过观察工具捕捉菲律宾教室中教师的形成性评估行为的方法。该工具的早期版本是使用“学生-学生响应-认可-使用” ESRU模型构建的。为了说明在教室中观察到的做法，将观察工具重新定位为着重于有效（E）和使用（U）组件。菲律宾教室的文化和物质因素都被认为有助于确保观察工具能够反映教室中的当前做法。预计该工具的数据将为菲律宾教育部提供信息，因为他们着手发展形成性评估中的教师能力。该工具的最终版本以可靠的方式记录了基本实践。