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ERIC Number: ED441025
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Examining Practices and Perceptions Related to the Soundness of Process-Based Assessment by Experienced and Inexperienced Teachers.
Shindler, John V.; Nephew, Jason; Yang, Harrison; Keen, Ann
While the efficacy of performance-based assessment has been fairly well established, the various physiological, theoretical, and practical benefits of process-based forms of performance assessment have not been well explored. This study examined the perceptions and practices of teachers and pre-teachers related to the soundness of process-based forms of assessment. Data were collected in three phases over a 1-year period from: (1) 11 teachers and 5 pre-service teachers; (2) 17 graduate student teachers, 14 graduate pre-service teachers, and 14 undergraduate pre-service teachers; and (3) 35 practicing teachers. Results indicate an interdependent relationship between the soundness of any assessment system and the (teacher)assessment instrument. The level of development of participants' assessment practices was found to be associated with a complex series of factors including experience, perceptions, training, inner dispositions, and the participant's evolving definition of the construct of "sound assessment." Highly evolved practitioners seemed to follow a similar developmental pattern. Process-based forms of assessment were found to be incorporated more by those who understood and appreciated both their value and the many technical considerations for their sound implementation. Implications for practice and professional development are offered. An appendix describes an applied technology process assessment procedure and discusses comparing assessment conditions in terms of soundness. (Contains 1 table and 19 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A