Can Teachers' Summative Assessments Produce Dependable Results and Also Enhance Classroom Learning?

Autor/inn/en	Black, Paul; Harrison, Christine; Hodgen, Jeremy; Marshall, Bethan; Serret, Natasha
Titel	Can Teachers' Summative Assessments Produce Dependable Results and Also Enhance Classroom Learning?
Quelle	In: Assessment in Education: Principles, Policy & Practice, 18 (2011) 4, S.451-469 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2011.557020
Schlagwörter	Evidence; Summative Evaluation; Program Effectiveness; Longitudinal Studies; Validity; Portfolio Assessment; Student Participation; Student Evaluation; Parent School Relationship; Teacher Collaboration; Mathematics Teachers; English Teachers; Interaction; Foreign Countries; Academic Achievement; United Kingdom (England) + Suchen Sie Ihr Suchwort? Evidenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Gültigkeit; Portfoliobeurteilung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulnote; Studentische Bewertung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lehrerkooperation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Interaktion; Ausland; Schulleistung
Abstract	Summative assessments that are integrated within the daily pedagogy of teachers are problematic. Some argue that they cannot both be helpful to pedagogy and yield results that are comparable across and between schools. Others claim that there is enough evidence to show that these targets can be achieved. The project described in this paper explored how teachers might enhance their competence in summative assessment in ways which might also have a positive effect on their teaching and learning. A strategy was developed based on five key features of summative assessment practices. The findings, from a longitudinal study with 18 teachers, are based on the teachers' opinions, both about the quality of the results which they achieved, and about the positive impacts on the involvement of pupils, on collaboration between teachers, and on interaction with parents. The project involved teachers of English and mathematics in three schools, working with the authors, over two-and-a-half years. (Contains 6 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10