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ERIC Number: EJ1057011
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0969-594X
Multilevel Predictors of Differing Perceptions of Assessment for Learning Practices between Teachers and Students
Pat-El, Ron Jonathan; Tillema, Harm; Segers, Mien; Vedder, Paul
Assessment in Education: Principles, Policy & Practice, v22 n2 p282-298 2015
Assessment for Learning (AfL), as a way to promote learning, requires a "match" or a shared focus between student and teacher to be effective. But students and teachers may differ in their perceptions of the purpose and process of classroom assessment meant to promote learning. Perceptions regarding AfL practices in their classroom were collected from both teachers and students. Teacher efficacy for instructional strategies, student engagement, classroom management and student self-reported language proficiency were considered possible influencing factors. Multilevel analysis on self-report questionnaires on AfL practices administered to 650 students and 38 teachers revealed a substantial mismatch in perceptions between teachers and students. Congruency of student-teacher perceptions was highly homogeneous within classes. High teacher efficacy and low student language proficiency were associated with incongruent AfL perceptions. Findings are interpreted using the self-verification theory.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands