ERIC Number: EJ1048675
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 60
Say Cheese! A Snapshot of Elementary Teachers' Engagement and Motivation for Classroom Assessment
Black, Glenda L.
Action in Teacher Education, v36 n5-6 p377-388 2014
Assessment is a complex function requiring an understanding of student learning, assessment principles, practices, and purposes of data to implement effective classroom assessment. The purpose of this study was to add to the growing base of knowledge about teachers' engagement with assessment data and their motivation for classroom assessment. Four full-time elementary schoolteachers in diverse teaching contexts in Alberta and Ontario, Canada, participated in semistructured individual interviews. The results from this study settled into four main categories: (1) teachers use for learning assessment to improve student achievement, (2) an imbalance of formative assessment--assessment as learning was not used consistently, (3) inconsistent formalization of observation into meaningful assessment data, and (4) the tension between internal and external motivators for student assessment.
Descriptors: Motivation, Class Activities, Semi Structured Interviews, Evaluation Utilization, Student Improvement, Formative Evaluation, Test Reliability, Conflict, Measurement Objectives, Qualitative Research, Evaluation Methods, Information Utilization, Performance Factors, Change Strategies, Teacher Education, Faculty Development, School Administration, Research Needs, Teacher Attitudes, Foreign Countries, Elementary School Teachers, Educational Practices, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Canada