scholarly journals Development of a Measure of Classroom Assessment Practices for Certification of Accomplished Teachers

2019 ◽  
Vol 4 ◽  
Author(s):  
Carol Ezzelle
Keyword(s):  
Classroom Assessment ◽  
Assessment Practices ◽  
Accomplished Teachers

scholarly journals Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

2021 ◽  
Vol 6 ◽  
Author(s):  
Cherry Zin Oo ◽  
Dennis Alonzo ◽  
Chris Davison
Keyword(s):  
Decision Making ◽  
Student Learning ◽  
Classroom Assessment ◽  
Intervention Group ◽  
Initial Teacher Education ◽  
Integrate Assessment ◽  
Assessment Practices ◽  
Learning And Teaching ◽  
Supervising Teachers ◽  
Assessment Strategies

Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and that often there is insufficient attention to authentic assessment practices which focus on assessment for learning (AfL) in initial teacher education (ITE), so teachers are uncertain how to integrate assessment into teaching and make trustworthy assessment decisions to develop student learning. This paper reports on the results of a study of the process of pre-service teachers’ (PSTs) decision-making in assessment practices in Myanmar with real students and in real classroom conditions through the lens of teacher agency. Using a design-based research methodology, a needs-based professional development program for PSTs’ assessment literacy was developed and delivered in one university. Following the program, thirty PSTs in the intervention group were encouraged to implement selected assessment strategies during their practicum. Semi-structured individual interviews were undertaken with the intervention group before and after their practicum in schools. This data was analyzed together with data collected during their practicum, including lesson plans, observation checklists and audiotapes of lessons. The analysis showed that PSTs’ decision-making in the classroom was largely influenced by their beliefs of and values in using assessment strategies but, importantly, constrained by their supervising teachers. The PSTs who understood the principles of AfL and wanted to implement on-going assessment experienced tension with supervising teachers who wanted to retain high control of the practicum. As a result, most PSTs could not use assessment strategies effectively to inform their decisions about learning and teaching activities. Those PSTs who were allowed greater autonomy during their practicum and understood AfL assessment strategies had greater freedom to experiment, which allowed them multiple opportunities to apply the result of any assessment activity to improve both their own teaching and students’ learning. The paper concludes with a discussion of the kind of support PSTs need to develop their assessment decision-making knowledge and skills during their practicum.

Classroom Assessment Practices Questionnaire

2012 ◽  
Author(s):  
Richard D. L. C. Gonzales ◽  
Charito G. Fuggan
Keyword(s):  
Classroom Assessment ◽  
Assessment Practices

Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands

2020 ◽  
Vol 35 (1) ◽  
pp. 63-84
Author(s):  
Erik Bijsterbosch ◽  
Tine Béneker ◽  
Wilmad Kuiper ◽  
Joop van der Schee
Keyword(s):  
The Netherlands ◽  
Professional Growth ◽  
Classroom Assessment ◽  
Meaningful Learning ◽  
Summative Assessment ◽  
Geography Education ◽  
Assessment Practices ◽  
Teacher Professional Growth ◽  
Teacher Professional

Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.

scholarly journals Assessment of teacher perceived skill in classroom assessment practices using IRT Models

2017 ◽  
Vol 4 (1) ◽  
pp. 1281202
Author(s):  
Setlhomo Koloi-Keaikitse ◽  
Sammy King Fai Hui
Keyword(s):  
Classroom Assessment ◽  
Assessment Practices ◽  
Irt Models

scholarly journals Classroom Assessment Practices and Learning Motivation: A Case Study of Chinese EFL Students

2018 ◽  
Vol 53 (2) ◽  
pp. 514-529
Author(s):  
Zhengdong Gan ◽  
Constant Leung ◽  
Jinbo He ◽  
Honghan Nang
Keyword(s):  
Classroom Assessment ◽  
Learning Motivation ◽  
Assessment Practices ◽  
Efl Students

Classroom Assessment to Support Teaching and Learning

2019 ◽  
Vol 683 (1) ◽  
pp. 183-200 ◽  
Author(s):  
Lorrie A. Shepard
Keyword(s):  
Formative Assessment ◽  
Standardized Tests ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Learning Support ◽  
Negative Effects ◽  
Grand Theory ◽  
Fine Grained ◽  
Proposed Model

Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progressions are examples of fine-grained models of learning, representing goals, intermediate stages, and instructional means for reaching those goals. A model for creating a productive classroom learning culture is proposed. Rather than seeking coherence with standardized tests, which undermines the learning orientation of formative assessment, I propose seeking coherence with ambitious teaching practices. The proposed model also offers ways to minimize the negative effects of grading on learning. Support for teachers to learn these new assessment practices is most likely to be successful in the context of professional development for new curriculum and standards.

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