Date of Award
Summer 2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Morgan Blanton
Abstract
The purpose of this mixed methods study was to examine the implementation of training and practices of formative assessment for new North Carolina Career and Technical Education (CTE) teachers. The study investigated new CTE teacher levels of knowledge, the strategies they use, and the challenges they face. This study aimed to improve the quality of education for North Carolina CTE students and support the training of new CTE teachers by providing insights into the implementation and effectiveness of formative assessment practices. According to research, if new teachers feel empowered and encouraged, they are more inclined to comprehend the benefits of formative assessment practices and be more motivated to use them in their classrooms (Ryan & Deci, 2017). The results indicated that participants had a strong to moderate level of knowledge of the formative assessment practices provided with various levels of use. Through open-ended responses, participants identified numerous supports and barriers to implementation in their classrooms. Overall, the goal was to enhance the education quality provided to North Carolina CTE students by identifying potential barriers that impede effective implementation, resulting in CTE teachers and students not benefiting from the full range of learning opportunities that formative assessment can provide.
Recommended Citation
Privette, Alisha Kay, "Formative Assessment Practices: A Mixed Methods Study of New Career and Technical Education Teacher Perceptions of Their Levels of Knowledge and Use" (2024). Doctor of Education Dissertations. 188.
https://digitalcommons.gardner-webb.edu/education-dissertations/188
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