Search results for: Students' evaluation
Page 3/6 51 items
The current study explored the assessment literacy of 11 secondary preservice teachers. The authors examined how the preservice teachers understood assessment tools as well as their reasons for using assessment. Furthermore, the authors investigated how the preservice teachers incorporated assessments into inquiry-based science units. Findings reveal that preservice teachers understood several ways to use assessment for learning. However, the inclusion of assessments contained within the science units did not fully align with the views of assessment the preservice teachers presented in their teaching philosophies or journals.
Updated: Jan. 28, 2013
This article describes the Economic and Social Research Council-based research project. This project examines the ways in which Lyotard’s performative practices affect the identities of primary school learners and how they are constructed by Key Stage exam process. This project also examines performative progression through a system of learning targets. The project uses a Foucauldian approach to show how learners are influenced by performativity discourses and how they take part in constructing these performative identities.
Updated: Nov. 28, 2012
Beliefs, Practices, and Reflection: Exploring a Science Teacher’s Classroom Assessment Through the Assessment Triangle Model
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 author reports the teacher’s assessment practices and the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation).
Updated: Oct. 24, 2012
Formative Conceptions of Assessment: Trainee Teachers’ Thinking about Assessment Issues in English Secondary Schools
In this article, the authors examine the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. The authors interview a sample of trainee teachers at an early stage of preparation for teaching. The findings suggest that the preconceptions of trainee teachers about the nature and purpose of assessment, and their interpretations of classroom observations on school placement, offer a confused and complex basis for adopting recommended assessment practices in their own teaching.
Updated: Aug. 28, 2012
The purpose of this study was to identify critical factors expected in new-millennium learners (NMLs) competencies to prepare for their future and to construct an indicator of educational performance with valid and reliable criteria. The researchers developed the measurement of educational performance for NMLs on the basis of previous research and theoretical background. The researchers also conducted a meeting of experts, pilot studies, and a nationwide survey to define and refine a concept of educational performance required by a knowledge society.
Updated: Jul. 31, 2012
This article examines a few of the emergent cases that have used technology in educational assessment from the perspective of innovation and support for teaching and learning. The assessment cases were drawn from contexts that include large-scale testing programs as well as classroom-based programs. Assessment programs should be designed to produce results that allow educators and policy makers to address a variety of questions about how a nation, state, district, school, program, group, or individual is performing. The article concludes that extensive technology-based systems that link curriculum, instruction, and assessment at the classroom level might enable a shift from today’s assessment systems to a balanced design.
Updated: Jun. 11, 2012
This article presents a particular framework of teachers’ conceptions about assessment in school. Fifty teachers of primary and secondary school were interviewed. The results allowed building a model of conceptions of assessment. This model comprises four dimensions about the effects of assessment on: teaching, learning, accountability of teachers and schools to different audiences and stakeholders, and the certification of achievement.
Updated: Dec. 15, 2011
The current case study investigates how several universities in the state of Connecticut responded to teacher education accreditation policy between 2002 and 2006. Using a cognitive perspective on policy implementation and a purposeful sample, the authors describe three common responses: articulation of a programme-wide conceptual framework, greater focus on teacher candidate assessment, and the creation of data collection systems.
Updated: Nov. 17, 2011
This article analyses efforts at one institution to respond to demands for higher education accountability through the development and implementation of an institution-specific, programme-level model of assessment and accountability. In conclusion, the authors suggest that the programme-specific accountability model with the four components they have elaborated on in this article is potentially applicable to any higher education institution or programme seeking to respond to internal and external accountability demands.
Updated: May. 26, 2011
Using the Reggio Exhibit to Enrich Teacher Candidates' Perceptions of How Children Construct and Represent Knowledge
The purpose of this study was to qualitatively analyze changes in teacher candidates' perceptions about how children construct and represent knowledge following repeated visits to “The Wonder of Learning: the Hundred Languages of Children” exhibit. Four sets of narrative responses, in the form of one-minute papers, were used to collect data. The participants in this study were 37 early childhood majors in their junior or senior year who enrolled in two required courses taught by the researchers. Results indicated a notable expansion of teacher candidates' understanding of the multiple ways children can express and make visible their learning.
Updated: May. 10, 2011