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dc.contributor.advisorBell, Beverley
dc.contributor.advisorCowie, Bronwen
dc.contributor.authorLee-Hang, Desmond Mene
dc.date.accessioned2011-02-10T23:50:17Z
dc.date.available2011-02-10T23:50:17Z
dc.date.issued2011
dc.identifier.citationLee-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/10289/5046en
dc.identifier.urihttps://hdl.handle.net/10289/5046
dc.description.abstractThis 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.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikatoen_NZ
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectculturally appropriateen_NZ
dc.subjectformative assessmenten_NZ
dc.titleFa’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.en_NZ
dc.typeThesis
thesis.degree.grantorUniversity of Waikato
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education (EdD)en_NZ
dc.date.updated2011-01-26T04:03:24Z
pubs.place-of-publicationHamilton, New Zealanden_NZ


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