Chinese Teachers' Approaches to Classroom Assessment

Autor/inn/en	Coombs, Andrew; Rickey, Nathan; DeLuca, Christopher; Liu, Shujie
Titel	Chinese Teachers' Approaches to Classroom Assessment
Quelle	In: Educational Research for Policy and Practice, 21 (2022) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coombs, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-020-09289-z
Schlagwörter	Foreign Countries; Teaching Methods; Evaluation Methods; Student Evaluation; Teacher Attitudes; Self Efficacy; Age Differences; Teacher Qualifications; China + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Age; Difference; Age difference; Altersunterschied; Lehrqualifikation
Abstract	This study employed a quantitative research design to investigate Chinese teachers' conceptions of classroom assessment and perceived skills. A total of 746 teachers were recruited through professional teaching groups. Results showed that a higher percentage of Chinese teachers selected contemporary assessment approaches to classroom assessment (e.g., assessment for learning) than more traditional approaches (e.g., assessment of learning). Chinese teachers also reported high levels of confidence in items that addressed aspects of assessment theory. Significant differences in approaches to classroom assessment were found across (a) age groups, (b) educational qualifications, and (c) between full-time classroom teachers and classroom teachers that held additional positions (e.g., school administrator, leader, head). Implications for educational policy-makers and practitioners in light of enhancing teacher assessment literacy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01