Teachers' Approaches to Classroom Assessment: A Large-Scale Survey

Autor/inn/en	DeLuca, Christopher; Valiquette, Adelina; Coombs, Andrew; LaPointe-McEwan, Danielle; Luhanga, Ulemu
Titel	Teachers' Approaches to Classroom Assessment: A Large-Scale Survey
Quelle	In: Assessment in Education: Principles, Policy & Practice, 25 (2018) 4, S.355-375 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2016.1244514
Schlagwörter	Student Evaluation; Evaluation Methods; Teacher Competencies; Faculty Development; Test Bias; Measurement; Teaching Experience; Teacher Education; Foreign Countries; Elementary Secondary Education; United States; Canada + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Lehrkunst; Testkritik; Messverfahren; Lehrerausbildung; Lehrerbildung; Ausland; USA; Kanada
Abstract	Classroom assessment has become a cornerstone of today's standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability in teachers' approaches to assessment. The primary purpose of this research was to use a new instrument predicated on recently published classroom assessment standards -- the Approaches to Classroom Assessment Inventory -- to measure teachers' (a) approaches to assessment, (b) perceived skill in current assessment tasks and responsibilities, and (c) professional learning preferences and priorities. Based on 404 teachers from across North America, this study contributes initial evidence of how teachers approach classroom assessment with respect to four dimensions: Assessment Purposes, Assessment Processes, Assessment Fairness and Measurement Theory. Results from this study point to significant differences based on career stage and previous assessment education. The study concludes with four key implications for assessment research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01