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      • University of Waikato Theses
      • Higher Degree Theses
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      Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education.

      Lee-Hang, Desmond Mene
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      Lee-Hang, D. M. (2011). Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education. (Thesis, Doctor of Education (EdD)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/5046
      Permanent Research Commons link: https://hdl.handle.net/10289/5046
      Abstract
      This study set out to find the views of Samoan teachers on formative assessment and to document any cultural aspects of the fa’aSamoa (or Samoan culture) that could hinder the use of formative assessment in science classrooms. In addition, the research was also an opportunity for professional development of teachers on doing formative assessment. The culturally constructed le-tautala or pupil silence in the classrooms that was mentioned by teachers seemed to hinder formative interactions in classrooms. Written worksheets from this study seemed to be culturally appropriate for doing formative assessment because it provided a way to overcome le-tautala, since the worksheets solicited responses from all pupils. At the same time these written formative assessment worksheets have the potential to enhance Samoan pupils learning of science concepts because of the opportunity provided for feedback and feedforward.
      Date
      2011
      Type
      Thesis
      Degree Name
      Doctor of Education (EdD)
      Supervisors
      Bell, Beverley
      Cowie, Bronwen
      Publisher
      University of Waikato
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      All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
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      • Higher Degree Theses [1739]
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