WASHINGTON STATE HIGH SCHOOL SCIENCE TEACHER ENGAGEMENT IN AND MOTIVATION FOR FORMATIVE CLASSROOM ASSESSMENT
Boyd, Andrew Corby
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Research has shown the use of formative classroom assessments to be successful in student learning. Science teachers can use formative classroom assessment as an integral component of inquiry instruction by checking for student understanding and to help guide science instruction. Evidence of the use of formative classroom assessments is available; however, high school science teachers' engagement in and motivation for formative classroom assessment is missing. The purpose of this study was to capture a sense of Washington state high school science teachers' engagement in and motivation for formative classroom assessments. A survey instrument was used to measure high school science teachers' fulfillment of the motivational needs of autonomy, competence, and relatedness, the constructs of self-determined motivation, and the constructs of engagement, regarding the use of formative classroom assessment. Data from the survey instrument were obtained from a Washington state sample of approximately 1200 high school science teachers, achieving 181 responses. These responses were checked for validity through the review of respondents' examples of what they considered to be formative classroom assessments. This study only used responses with valid examples of formative classroom assessments, signifying that the conclusions stated only represent Washington state high school science teachers who understand formative classroom assessment. Cronbach's Alpha was used to evaluate the reliability of the constructs within the survey instrument. An evaluation of trends within the data and demographic variables were analyzed with descriptive statistics. High school science teachers who truly understand formative classroom assessment report engagement in the process as very positive. High school science teacher motivation of formative classroom assessment is self-determined and teachers report their motivational needs to be satisfied. Significant differences were found between gender and age of teachers regarding measured constructs. Understanding the teacher engagement and motivation for using formative classroom assessments during inquiry instruction can help build on the research of the impact of formative classroom assessments on student learning.