Institutionalizing Best Practices in Formative Assessment in an Urban Co-Educational Primary School in Tobago

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dc.DegreeTypeM.Ed.en_US
dc.InstitutionUniversity of the West Indies (Saint Augustine, Trinidad and Tobago)en_US
dc.contributor.authorRochford, Phillip
dc.date.accessioned2020-03-04T19:35:16Z
dc.date.available2020-03-04T19:35:16Z
dc.date.issued2017
dc.description.abstractThrough a school improvement project, this study investigated how professional development on formative assessment could be implemented to enhance student learning at an urban coeducational primary school in Tobago. The participants in the study were seven teachers - three from Infant level, one each from Standards 1, 2, and 3. Data were collected through interviews, observations, and document analysis. The findings indicated that: 1) most of the participants felt that the formative assessment strategies contributed to marked improvements in student learning in their classrooms; 2) despite the requirement for more planning, which they saw as increased workload for them, the teachers felt that the professional development sessions provided them with support; 3) teachers would require additional time for planning; and 4) the participants felt that administrative support was essential to continued improvement at the school.en_US
dc.identifier.urihttps://hdl.handle.net/2139/48777
dc.subject.otherAction researchen_US
dc.subject.otherProfessional developmenten_US
dc.subject.otherCapacity buildingen_US
dc.subject.otherPrimary school teachersen_US
dc.subject.otherTeacher attitudesen_US
dc.subject.otherCoeducational schoolsen_US
dc.subject.otherUrban schoolsen_US
dc.subject.otherFormative evaluationen_US
dc.subject.otherTobagoen_US
dc.subject.otherTrinidad and Tobagoen_US
dc.titleInstitutionalizing Best Practices in Formative Assessment in an Urban Co-Educational Primary School in Tobagoen_US
dc.typeThesisen_US

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