In the aftermath of the COVID pandemic, there is value in examining the insights gained by the Hawaiʻi education system through the various adaptations required to navigate the crisis. In this context, it is crucial to inquire about teachers’ perspectives on the strategies implemented in the plan to maximize the utilization of the Elementary and Secondary School Emergency Relief (ESSER) fund. this study delves into mixed-methods research. The primary goal of this study is to gain insights into teachers' experiences with formative instruction practices. It seeks to cast light on how teachers perceive formative instruction, how it is implemented within Hawaiʻi classrooms, and identify potential areas to support the teachers. Qualitative and quantitative data were collected together through an embedded mixed methods approach so that each could inform the other. Teachers' responses are representations of their lived experience, which was used as a means to construct meanings together with the related literature. This study aimed to validate its results by seeking triangulation among different sources of information: A focused literature review, a document analysis and a survey. Combining the results of each of those methods, it was possible to reach conclusions that not only reflect the state of the implementation of formative assessment practices in the public schools of Hawaiʻi, but are also displayed in relation to other academic efforts published about this topic, and to the guidelines that the Hawaiʻi Department of Education has set in the framework of effective academic practices.

Authors:
Patricia Grillet, University of Hawaii, United States
Stacy Potes, University of Hawaii, United States

About the Presenter(s)
Ms Patricia Grillet is a University Doctoral Student at University if Hawaii in United States

See this presentation on the full schedule – Monday Schedule

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