Given to all teachers in CMISD PLC groups to define attributes of study
participants and to select 4 teachers from a representative cross-section of members in PLC groups
Thank you for completing this survey, your input is incredibly valuable. In a separate email, you will be invited to participate in a specialized group using professional learning communities to increase your efficiency in the production, administration, and data analysis of your formative assessments through technology. Select teachers 4 will be involved in the qualitative phase of the study from a representative cross-section of teachers in the PLC groups. This process will save you time with your grading, increase your student’s learning capacity, and enable you to teach more effectively. The
technology materials that will be used are already in place in our district. Should you choose not to participate in this study, you will still have access to professional development, the services of iFAIT, and have access to the study’s wiki. Participants will be entered in a drawing for a Nook or Kindle.
I agree to the use of these responses in a study that Marcia J. Talkmitt is using for her EdD. I understand that there will be no identifying information that can be tracked back to me.
A. Yes B. No
Select the most appropriate number using the scale below.
Almost Never Sometimes Usually Almost Always
1 2 3 4
Survey Part 1(S1) Teacher Perceptions of the Kinds and Frequency of Formative Assessment Strategies Used in Instruction
1. To what extent do the following statements characterize the kinds and frequency of formative assessment strategies you use?
a. I use planned formative assessments (questioning probes, pretests, open-ended questions) to provide me with information that guides my next steps for
instruction.
176
Survey Part 1(S1) Teacher Perceptions of the Kinds and Frequency of Formative Assessment Strategies Used in Instruction
1. To what extent do the following statements characterize the kinds and frequency of formative assessment strategies you use?
b. The written or oral feedback that I give students about their work explicitly addresses how they did or did not
meet the TEKS and/or national content standards. 1 2 3 4 c. My units of study include opportunities for students to
engage in and get feedback on the kinds of problems
that will be on their tests or exams. 1 2 3 4 d. I modify my instructional strategies when a student
does not do well on a quiz or assessment. 1 2 3 4 e. I modify my instructional strategies on the spot/while
teaching when a student or group of students does not
seem to understand. 1 2 3 4
f. I schedule class time for students to revise their work and provide ongoing feedback to them during that
process. 1 2 3 4
Survey Part 2 (S2) Kinds and Frequency of Technology Based Formative Assessments Used in Instruction
2. To what extent do the following statements characterize the kinds and frequency of technology based formative assessment strategies you use?
a. I use technology indirectly in my formative assessment by using test programs such as ExamView or other
databases to generate questions. 1 2 3 4
b. I use technology indirectly in my formative assessment by using premade tests or make rubrics from the
Internet. 1 2 3 4
c. I use technology indirectly in my formative assessment by using tests or other assessments from the Internet
(including CSCOPE). 1 2 3 4
d. I use technology directly in my formative assessment
by using CPS or clickers (eInstruction). 1 2 3 4 e. I use technology directly in my formative assessments
which are graded via the Internet (Eduphoria! ), etc. 1 2 3 4 f. I depend on younger; more technology experienced
novice educators to assist me with my technology and
associated formative assessments. 1 2 3 4 g. I depend on old, more experienced educators to assist
me with my pedagogy and formative assessment
177
Survey Part 2 (S2) Kinds and Frequency of Technology Based Formative Assessments Used in Instruction
2. To what extent do the following statements characterize the kinds and frequency of technology based formative assessment strategies you use?
h. I use online materials, such as wikis or tutorials to assist me in my use and learning of technology based
formative assessments. 1 2 3 4
i. I depend on other educators to steer me towards tutorials and instructional materials for technology
based formative assessments. 1 2 3 4
j. I am interested in using a PLC to assist me in my
technology and pedagogical expertise. 1 2 3 4 k. I use the scanner to “read” tests that my students have
taken where answers and scores are uploaded to
Eduphoria for further analysis. 1 2 3 4 l. I use MS Excel or other ways to visualize my student
data, note their knowledge and adjust my instruction
accordingly. 1 2 3 4
1 2
1 Adapted from Implementation of formative assessment strategies as perceived by high school students and teachers: professional development implications (Doctoral
dissertation), by R. Burns, 2010, p. 178.
2 Adapted from Wyoming teacher’s knowledge and use of formative assessment (Doctoral dissertation), by A.A. Gates, 2008, p. 150.
178
Please answer the following survey items regarding your use or perceptions of the technologies (interactive tablet (Mobi), student response pads or clickers, and Eduphoria!) for formative assessment (iFAIT) and the use of PLCs.
Survey Part 3 (S3) Teacher Perceptions of iFAIT and the Use of PLCs
Please rate the following: Disagree Disagree Agree Strongly Strongly Agree 1. I identify strategies for using the technologies
for formative assessment and associated tools. 2. I am able to use the technologies for formative assessment.
3. When I use technology for formative
assessment, my students are engaged in learning. 4. Using technology has a positive effect on my teaching.
5. The teachers in my school view the use of the PLCs for technology as a positive experience. 6. My administrators in my school view the PLC as an important component of formative
assessment.
7. Other school district leaders view the PLC as an important component of formative assessment. 8. The PLC helps me with my professional learning goals.
9. The use of technology in formative assessment content is connected to school improvement and student achievement.
10. My PLC helps when I needed assistance with the technologies.
11. I felt supported during implementation of technology based formative assessment. 12. Our teachers’ successes are recognized and shared during the PLC sessions.
3
3 Adapted from An evaluation of professional development on using student response systems and interactive whiteboards for formative assessment in the middle schools of a southeastern school district (Doctoral dissertation), by J. F. Fuller,2011, p. 138.
179 Demographics
1. Identify the content areas you teach:
A. ELA B. Math C. Science D. Social Studies E. Generalist F. Special Ed G. Other 2. Identify the grade level (s) you teach:
A. PK – K B. 1-2 C. 3-5 D. 6-8 E. 9-12
3. Number of years teaching: A. 0-5 B. 6-10 C. 11- 20 D. More than 20
180 APPENDIX C
BEGINNING INTERVIEWS – TEACHER PARTICIPANTS FORMATIVE