Search results for: Summative evaluation
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This paper explores the experience of emotion for eight preservice teachers as they learn to assess their students while concurrently being assessed. This qualitative study utilised semi-structured interviews and assessment-related artefacts. Findings indicate that emotional engagement influenced preservice teachers’ assessment decision making. The teachers also experienced emotional reactions as in turn they were assessed. This paper argues for the need of preservice teachers to be cognisant of the influence of emotion on themselves and their work, to allow them to better rationalise their assessment decision making and reflect on their practice.
Updated: Nov. 18, 2021
This article describes the accounts of school students regarding the difference between traditional and competence-based models. The data demonstrate the tensions caused by pupils’ perceptions of the demands of summative assessment systems, which reflect a very different epistemology from experiential/competence models. The authors conclude that greater pedagogical literacy, attention to professional development, assessment reform and engaging students as partners in curriculum reform are needed.
Updated: Sep. 15, 2013
Predicting Performance: A Comparison of University Supervisors’ Predictions and Teacher Candidates’ Scores on a Teaching Performance Assessment
The purpose of this study is to examine the relationship between university supervisors’ predictions and teacher candidates’ performance on a summative assessment based on a capstone teaching event, part of the Performance Assessment for California Teachers (PACT). The findings indicate that university supervisors’ perspectives about their candidates did not always correspond with outcomes on the PACT teaching event, a summative performance assessment. In addition, most of the candidates with the highest and lowest scores on the assessment were not those for whom the supervisors anticipated outstanding or poor performance.
Updated: Jul. 02, 2013
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
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
“Evaluation Gone Awry”: The Teacher Experience of the Summative Evaluation of a School Reform Initiative
This article examines the summative evaluation of an organized school reform programme in the United States from the teacher perspective. The study provides fine-grained details of how the evaluation of the particular reform effort went “awry” in the view of some teachers who directly participated. The inclusion of two teacher narratives particularly demonstrates how practitioners' intents and desires became overtaken by evaluators' stances and theoretical frames. This research discusses the difficulties relating to non-participant observation, issues associated with not negotiating final evaluation reports, and failure of evaluation studies to enter into human subjects agreements with teachers.
Updated: Dec. 03, 2010