Source: Journal of Science Teacher Education, Volume 22, Issue 5, pp 417-435. (August 2011).
In this article, the author uses the Assessment Practices Framework to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report.
The framework consists of exploring three teacher-centered components of classroom assessment (assessment beliefs, practices, and reflection) and analyzing components with the assessment triangle model.
Employing the framework, the author reports the teacher’s assessment practices, reports the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation).
Then, the author suggests relations between her beliefs and practices.
The author concludes by discussing the contribution and limitations of the Assessment Practices Framework while conducting future research and supporting science teachers in assessing student learning.
Pellegrino et al. in, Knowing what students know: The science and design of educational assessment. National Academy Press, Washington DC, 2001
- Beliefs, Practices, and Reflection: Exploring a Science Teacher’s Classroom Assessment Through the Assessment Triangle Model
- Mentors' Written Lesson Appraisals: The Impact of Different Mentoring Regimes on the Content of Written Lesson Appraisals and the Match with Pre-Service Teachers' Perceptions of Content