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dc.contributor.authorHildebrandt, Tawnie
dc.date.accessioned2016-09-01T22:36:10Z
dc.date.available2016-09-01T22:36:10Z
dc.date.issued2016-08
dc.identifier.urihttp://hdl.handle.net/20.500.11803/434
dc.description.abstractThe aim of this study was to observe the changes in the self-efficacy of Grade 2 and 3 students when using formative assessment techniques in reading, including setting learning goals, self-assessment, and providing students with descriptive feedback. By engaging in an autoethnography, the researcher had the opportunity to reflect on how her involvement in implementing formative assessment affects student self-efficacy. The study was carried out over the length of a ten month school year, with the researcher journaling her decisions, reflections, observations of, and interactions with students. The journals were analyzed and coded to reveal four key themes: using formative assessment to set learning goals, developing trust, the effect of feedback on self-efficacy, and the effect of master experiences on self-efficacy. The results presented evidence that providing students with formative assessment including learning goals and descriptive feedback can have a positive impact on self-efficacy, especially in conjunction with mastery and vicarious experiences. The results correlated with literature exploring how self-efficacy can be influenced and the positive effects formative assessment can have on student achievement. A result that emerged but was not present in the literature was a fluctuation in self-efficacy that a student could have for a specific goal. The results provide an opportunity for the researcher to reflect and make changes to improve her practice to better facilitate student learning and self-efficacy in other subject areas. As well, the results of the study give other educators a window into the successes and struggles of a typical teacher, and invite them to reflect on their own practice and understanding of self-efficacy and formative assessment.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectFormative assessment techniquesen_US
dc.subjectAutoethnographyen_US
dc.subjectStudent self-efficacyen_US
dc.subjectReading assessmenten_US
dc.titleAn Auto-Ethnography Exploring the Influence of Formative Assessment on Student Self-Efficacy in Readingen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educationen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteVancouver, BCen_US
cityu.site.countryCanadaen_US


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