Synergy and Tension between Large‐Scale and Classroom Assessment: International Trends

2020 ◽  
Vol 39 (4) ◽  
pp. 21-29
Author(s):  
Louis Volante ◽  
Christopher DeLuca ◽  
Lenore Adie ◽  
Eva Baker ◽  
Heidi Harju‐Luukkainen ◽  
...  
Keyword(s):  
Large Scale ◽  
Classroom Assessment ◽  
International Trends

Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research

2011 ◽  
Vol 28 (3) ◽  
pp. 367-382 ◽  
Author(s):  
Lorena Llosa
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Large Scale ◽  
English Language ◽  
Classroom Assessment ◽  
English Proficiency ◽  
The United States ◽  
High Stakes ◽  
Classroom Assessments ◽  
Key Issues

With the United States’ adoption of a standards-based approach to education, most attention has focused on the large-scale, high-stakes assessments intended to measure students’ mastery of standards for accountability purposes. Less attention has been paid to the role of standards-based assessments in the classroom. The purpose of this paper is to discuss key issues and challenges related to the use of standards-based classroom assessments to assess English language learners’ English proficiency. First, the paper describes a study of a standards-based classroom assessment of English proficiency in a large urban school district in California. Second, using this study as an example and drawing from the literature in language testing on classroom assessment, this paper highlights the major issues and challenges involved in using English proficiency standards as the basis for classroom assessment. Finally, the article outlines a research agenda for the field given current developments in the areas of English proficiency standards and classroom assessment.

scholarly journals Learning progressions as models and tools for supporting classroom assessment

2021 ◽  
Author(s):  
Alice Alonzo
Keyword(s):  
Large Scale ◽  
Classroom Assessment ◽  
Student Thinking ◽  
Assessment Practices ◽  
Learning Progressions ◽  
Complex Phenomena ◽  
Teacher Classroom

Like all models, learning progressions (LPs) provide simplified representations of complex phenomena. One key simplification is the characterisation of student thinking in terms of levels. This characterisation is both essential for large-scale applications, such as informing standards, but potentially problematic for smaller-scale applications. In this paper, I describe a program of research designed to explore the smaller-scale use of LPs as supports for teacher classroom assessment practices in light of this simplification. Based on this research, I conclude that LP levels may serve as a generative heuristic, particularly when teachers are engaged with evidence of the limitations of LP levels and supported to use LPs in ways that do not rely on their levels.

scholarly journals Reframing Assessment Concepts

1996 ◽  
Vol 4 ◽  
pp. 17 ◽  
Author(s):  
Catherine S. Taylor ◽  
Susan Bobbitt Nolen
Keyword(s):  
Preservice Teachers ◽  
Individual Differences ◽  
Large Scale ◽  
Classroom Assessment ◽  
Validity And Reliability ◽  
Assessment Data ◽  
State Accountability

We question the utility of traditional conceptualizations of validity and reliability, developed in the context of large scale, external testing, and the psychology of individual differences, for the context of the classroom. We compare traditional views of validity and reliability to alternate frameworks that situate these constructs in teachers' work in classrooms. We describe how we used these frameworks to design an assessment course for preservice teachers, and present data that suggest students in the redesigned course not only saw the course as more valuable in their work as teachers, but developed deeper understandings of validity and reliability than did their counterparts in a traditional tests and measurement course. We close by discussing the implications of these data for the teaching of assessment, and for the use and interpretation of classroom assessment data for purposes of local and state accountability.

Bringing formative classroom assessment to schools and making it count

2014 ◽  
Vol 22 (4) ◽  
pp. 339-352 ◽  
Author(s):  
Edmund W. Gordon ◽  
Michael V. McGill ◽  
Deanna Iceman Sands ◽  
Kelley M. Kalinich ◽  
James W. Pellegrino ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Classroom Assessment ◽  
Theory And Practice ◽  
District Leaders ◽  
Policy Makers ◽  
Content Type ◽  
School District Leaders ◽  
The Usa ◽  
Current Assessment

Purpose – The purpose of this article is to present alternative views on the theory and practice of formative assessment (FA), or assessment to support teaching and learning in classrooms, with the purpose of highlighting its value in education and informing discussions on educational assessment policy. Methodology/approach – The method used is a “moderated policy discussion”. The six invited commentaries on the theme represent perspectives of leading scholars and measurement experts juxtaposed against voices of prominent school district leaders from two education systems in the USA. The discussion is moderated with introductory and concluding remarks from the guest editor and is excerpted from a recent blog published by Education Week. References and author biographies are presented at the end of the article. Findings – While current assessment policies in the USA push for greater accountability in schools by increasing large scale testing of students, the authors underscore the importance of FA integrated with classroom teaching and learning. They define what formative classroom assessment means in theory and in practice, consider barriers to more widespread use of FA practices and address what educational policy makers could do to facilitate a FA “work culture” in schools. Originality/value – The commentators, representing scholar and practitioner perspectives, examine the problem in a multi-faceted manner and offer research-based, practical and policy solutions to the observed issues in FA. Dialogue among stakeholders, as presented here, is a key first step in enacting assessment reforms in the directions discussed.

scholarly journals Building Teacher Capacity within the Evolving Assessment Culture in Canadian Education

2012 ◽  
Vol 10 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Don A. Klinger ◽  
Louis Volante ◽  
Christopher Deluca
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Teacher Capacity ◽  
Canadian Education ◽  
Assessment Culture ◽  
The Impact

Lost in the focus on large-scale educational assessments for accountability purposes is the important role of teachers' classroom assessment practices. Teachers must understand the use of both large-scale and classroom assessment practices and theories, and professional development remains the primary method to develop these assessment capacities. However, traditional models of professional development typically have little, if any, effect. In recognition of the importance of building teachers' assessment capacity, and the limitations of traditional professional development, the Elementary Teachers' Federation of Ontario, Canada, developed a Classroom Assessment Workshop Series to begin to build a systemic assessment framework for teachers. Through pre- and post-series surveys with 300 participants, and interviews and focus groups with facilitators, the authors' review and research explored the impact of the series on teachers' beliefs, self-efficacy, and knowledge of assessment practices and theory. The authors also explored the challenges that teachers experienced as they worked to understand and implement current conceptions of assessment. While teachers certainly valued the community created through the series and the opportunities to share their experiences, the findings found that teachers struggled to understand the theoretical foundations and use these foundations to further develop their own assessment practices. The research highlights the need for teachers to embrace a philosophy that integrates formative assessment practices and theories into their teaching and learning while also identifying the challenges associated with creating such an assessment culture. Current models of professional development may be more aligned with principles of effective professional learning, but truly changing teachers' classroom assessment practices may require a much more prolonged effort than those being provided.

scholarly journals The Evolving Concept of (Language) Assessment Literacy. Implications for Teacher Education

2021 ◽  
Vol 3 (1) ◽  
pp. 120-130
Author(s):  
Ildikó Csépes
Keyword(s):  
Teacher Education ◽  
Large Scale ◽  
Classroom Assessment ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Research Findings ◽  
Assessment Decisions ◽  
Context Specific

Language teachers’ assessment knowledge and skills have received considerable attention from language assessment researchers over the past few decades (Davison & Leung, 2009; Hill & McNamara, 2012; Rea-Dickins, 2001; Taylor, 2013). This seems to be linked to the increased professionalism expected of them in classroom-based assessments. However, teachers seem to face a number of challenges, including how large-scale standardized language exams influence their classroom assessment practices. Teachers’ assessment literacy, therefore, needs to be examined in order to explain their assessment decisions. In this paper, we review the concept of (language) assessment literacy, how it has evolved and how it is conceptualized currently. Recent interpretations seem to reflect a multidimensional, dynamic and situated view of (language) assessment literacy. Implications for teacher education are also highlighted by presenting research findings from studies that explored teachers’ and teacher candidates’ assessment literacy in various educational contexts. As a result, we can identify some common patterns in classroom assessment practices as well as context-specific training needs. Finally, we make a recommendation for tackling some of the challenges language teachers are facing in relation to classroom-based assessment in the Hungarian context.

scholarly journals Changes in numbers and distribution of wintering waterbirds at the south coast of Scania, Sweden, during 55 winters, 1964–2018

Ornis Svecica ◽  
2020 ◽  
Vol 30 ◽  
pp. 38-52
Author(s):  
Leif Nilsson
Keyword(s):  
Large Scale ◽  
Early Years ◽  
South Coast ◽  
Great Cormorant ◽  
The South ◽  
Phalacrocorax Carbo ◽  
Tufted Duck ◽  
International Trends ◽  
Fulica Atra ◽  
Common Goldeneye

The south coast of Scania, southernmost Sweden, has long been an important wintering and staging area for waterbirds. A large part of the coast was surveyed annually as a part of the international midwinter counts for 55 years (1964–2018). The total number of wintering waterbirds showed an increasing trend but there was much variation between years. Common Goldeneye Bucephala clangula, followed by Mallard Anas platyrhynchos, Tufted Duck Aythya fuligula and—during the early years—Long-tailed Duck Clangula hyemalis, dominated the community. Great Cormorant Phalacrocorax carbo, Mallard, Common Goldeneye and Eurasian Coot Fulica atra increased in numbers, reflecting the national and international trends related to milder winters and a northward shift of the winter distribution. Eurasian Wigeon Mareca penelope and Great Crested Grebe Podiceps cristatus established wintering traditions in the area during the study period. Tufted Duck and Common Merganser Mergus merganser decreased locally due to a northward shift of the wintering distribution northwards within the country. The Long-tailed Duck was an important winter guest in the first years but was only seen in very small numbers in later years, reflecting the general and large-scale decrease of the Baltic wintering population.

Sign in / Sign up

Export Citation Format

Share Document