The Development of Teacher Formative Assessment Skill in the Pisanpunnawittaya School Professional Learning Community
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Abstract
This paper clarified the development of a teacher formative assessment skill through her learning in Pisanpunnawittaya School Professional Learning Community (PSPLC). Methodology regarded interpretive paradigm. Participant was a science teacher who graduate her bachelor in engineer but she had one year experience of teaching before joining the PSPLC. Data collection and analysis was provided concerning with 4 mains of trustworthiness. A teacher formative assessment skill was interpreted by members of PSPLC. Tools of interpretation included participant observation, PLC reflection report, teacher interviewing, and student tasks. Data was categorized for the issues about the development of teacher formative assessment skill. The finding revealed that teacher showed their development of formative assessment skill through four issues. These included 1) enhancing students to construct meaning of scientific terms, 2) teacher giving feedback to students on the right point and time, and 4) teacher improving on questioning to students in the way of formative assessment.
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