Search results for: Assessment
Page 5/9 89 items
Queensland Teachers’ Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes
The purpose of this study was to examine Queensland teachers’ conceptions of assessment and their relationship to their level of teaching and compared the results to teachers from New Zealand. A questionnaire-based survey of teachers’ attitudes, beliefs and practices in the areas of curriculum, pedagogy and assessment was conducted in 2003. Data revealed that teachers showed a willingness to integrate assessment into their professional duties of improved teaching and learning, tempered with caution about the quality and usefulness of the assessment resources being used to make students and schools accountable.
Updated: Nov. 29, 2011
In this article, the authors examine how assessments in schools that participated in a class size reduction program intersected with forces of accountability. The goal of this article is to broaden the understanding of what it means for schools and teachers to be held accountable for student learning and to discuss how different accountability frameworks affect instructional practices in classrooms. The research took place in nine elementary schools across South and Central Wisconsin. The authors identify three aspects of assessment practices that affect this intersection: alignment, audience, and action.
Updated: Oct. 27, 2011
Assessment of, for, and as Learning Within Schools: Implications for Transforming Classroom Practice
The current study explored teachers' and administrators understanding and use of “assessment of, for, and as learning”. The sample consisted of 18 administrators and 20 teachers from two school districts in southern Ontario, Canada. One of the key findings from this study is that teachers in both panels tended to over-emphasize assessment of learning techniques, whereas a minority used assessment for and as learning on a consistent basis.
Updated: Jul. 26, 2011
This paper examines the International Civic and Citizenship Education Study (ICCS). In particular, the article focuses on the European Union’s (EU’s) involvement in the regional portion. Using the ICCS, the EU actively combines hard measures with soft power, allowing the EU to define and steer cross-national rankings of values of EU citizenship.
Updated: Jan. 25, 2011
Test-Based Grade Retention: Does It Stand Up to Professional Standards for Fair and Appropriate Test Use?
This paper examines the extent to which test-based grade retention policies comply with standards for fair and appropriate test use based on norms established by the professional testing community. The results of the investigation indicate that test-based retention policies potentially violate several of the professional standards.
Updated: Oct. 19, 2010
This paper serves as a primer for researchers on the issues and methods necessary for obtaining unbiased results from large-scale assessment (LSA) data. The authors outline the issues surrounding the analysis and reporting of LSA data, with a particular focus on three prominent international surveys. In addition, they make recommendations targeted at applied researchers regarding best analysis and reporting practices when using these databases.
Updated: Oct. 19, 2010
This article reports on a collaborative research study regarding the practice and impacts of assessment for learning in science, geography and history classes. Three secondary teachers and two university researchers participated in the study. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda.
Updated: Aug. 22, 2010
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies.This article describes the evolution of the GeoThentic learning environment, how GeoThentic was designed using TPACK framework, and how teacher TPACK assessment models have been designed and integrated within the environment to assist social studies teaching and learning.
Updated: Jun. 13, 2010
Proceed With Caution: Interactive Rules and Teacher Work Sample Scoring Strategies, an Ethnomethodological Study
The author analyzed a set of 10 transcripts of Teacher Work Sample scoring conversations to identify patterns in scorer interaction. Interactive rules and strategies are identified and implications and cautions offered for the use of work samples, particularly for high-stakes assessment.
Updated: May. 25, 2010
The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction: When Incommensurate Worlds Collide
This article critiques the articles by Connor et al., Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, by taking a cultural-historical perspective on reading and reading instruction. The author of this critique presents evidence that challenges each of these assumptions and argues that by accepting them, the authors of the critiqued articles institute an order that values the system above relational aspects of schooling and teachers’ informed decision making.
Updated: Jan. 31, 2010