Literaturnachweis - Detailanzeige
| Autor/inn/en | Bonner, Sarah M.; Torres Rivera, Camila; Chen, Peggy P. |
|---|---|
| Titel | Standards and Assessment: Coherence from the Teacher's Perspective |
| Quelle | In: Educational Assessment, Evaluation and Accountability, 30 (2018) 1, S.71-92 (22 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1874-8597 |
| DOI | 10.1007/s11092-017-9272-2 |
| Schlagwörter | Teacher Attitudes; Secondary School Teachers; Urban Schools; Academic Standards; Teaching Methods; Student Evaluation; Testing; Interviews; Teacher Surveys; Educational Trends; Preferences; Beliefs; Correlation |
| Abstract | We sought to understand how teachers' perspectives on standards-based instructional practices, classroom assessment, and external testing do or do not show coherence and alignment. Based on survey methods (n = 155) and interviews with a sample of secondary school teachers (n = 9) in a large urban district in the USA, we explored general trends and individual teachers' viewpoints. Our results suggest that the teachers' instructional use of standards, classroom assessment preferences, and beliefs about the test-driven system are moderately correlated. Interview data provide insight into reasons teachers hold beliefs that do or do not fit well into a coherent assessment system. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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