Assessment in Early Primary Education: An Empirical Study of Five School Contexts

Autor/inn/en	DeLuca, Christopher; Hughes, Scott
Titel	Assessment in Early Primary Education: An Empirical Study of Five School Contexts
Quelle	In: Journal of Research in Childhood Education, 28 (2014) 4, S.441-460 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2014.944722
Schlagwörter	Foreign Countries; Elementary Education; Educational Assessment; Elementary School Teachers; Public Schools; Private Schools; Montessori Schools; Teaching Methods; Kindergarten; Elementary School Students; Observation; Academic Standards; Play; Interviews; Teacher Attitudes; Canada + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Education; assessment; Bewertungssystem; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Private school; Privatschule; Montessori-Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Spiel; Interviewing; Interviewtechnik; Lehrerverhalten; Kanada
Abstract	Within the current standards-based framework of early primary education, teachers must negotiate the integration of assessment with traditional, developmental orientations to teaching and learning. The purpose of this qualitative study was to examine teachers' approaches to early primary assessment within five different school contexts: public, independent, Froebel, Waldorf, and Montessori. Data were collected from 12 kindergarten to Grade 2 teachers through in-depth interviews followed by ethnographic observations of eight classrooms. Data were thematically analyzed to identify core approaches to assessment across the contexts related to the following themes: (1) diverse conceptions of assessment, (2) commitments to student-oriented assessment, (3) knowing children through a practice of observation, and (4) assessment of academic standards. Underpinning these assessment themes was the fundamental commitment of early-primary educators to whole-child teaching and assessment. The article concludes with suggestions for future research that explore the intersection between teaching and assessment in play-based pedagogical contexts, alternative educational approaches, and systems of high accountability, with the aim of supporting teachers in bridging developmental and academic priorities in the early primary grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10