Culturally responsive formative assessment

Loading...
Thumbnail Image

Date

2012

Journal Title

Journal ISSN

Volume Title

Publisher

Montana State University - Bozeman, Graduate School

Abstract

The purpose of this study was to measure teachers' comfort levels, and understanding of cultural responsiveness, formative assessment, and inquiry-based science and math instruction in a kindergarten through fifth grade school with a 100% population of Native American students. A group of five teachers accepted the invitation to explore culturally responsive formative instruction in math and science. Survey information, teacher observations, interviews, and a checklist of formative assessment methods used by teachers, were used to gather baseline data. The data was than used to determine levels of implementation of CRFA by teachers.

Description

Keywords

Citation

Copyright (c) 2002-2022, LYRASIS. All rights reserved.