Document Type
Article
Publication Date
10-19-2016
Abstract
We present a naturalistic case study of one teacher’s development of a growth-centered context for classroom assessment. In-depth interviews, analysis of student work, and observations were used to identify the processes this teacher used to engage her students in the assessment process. Data were analyzed using listening guide analysis to garner a holistic perspective on the nature of teaching, learning, and community established in this classroom. Findings are described by aligning the specific techniques used by this teacher to the growth mindset supportive instructional strategies noted in the literature and then providing tips for implementation in a middle grades classroom.
DOI
10.1080/00940771.2016.1226638
MSU Digital Commons Citation
Barnes, Nicole and Fives, Helenrose, "Creating a Context for Growth-Focused Assessment" (2016). Department of Educational Foundations Scholarship and Creative Works. 47.
https://digitalcommons.montclair.edu/educ-fdns-facpubs/47
Published Citation
Barnes, N., & Fives, H. (2016). Creating a context for growth-focused assessment. Middle School Journal, 47(5), 30-37.