ERIC Number: EJ1074621
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 78
Multi-Level Model of Contextual Factors and Teachers' Assessment Practices: An Integrative Review of Research
Fulmer, Gavin W.; Lee, Iris C. H.; Tan, Kelvin H. K.
Assessment in Education: Principles, Policy & Practice, v22 n4 p475-494 2015
We present a multi-level model of contextual factors that may influence teachers' assessment practices, and use this model in a selected review of existing literature on teachers' assessment knowledge, views and conceptions with respect to these contextual factors. Adapting Kozma's model, we distinguish three levels of influence on teachers' practices: micro, meso and macro. We searched for relevant articles in EBSCO, JSTOR and other databases, and review selected articles with a focus on the complex relationships within and across these levels. Findings reveal a large body of research at the micro-level (teacher), such as on teachers' values, conceptions and knowledge. However, there is relatively less research at the meso-level (school) or connecting it with the micro- or macro-levels. Implications for future research are also discussed.
Descriptors: Hierarchical Linear Modeling, Context Effect, Student Evaluation, Educational Practices, Teachers, Educational Research, Teacher Characteristics, Knowledge Level, Teacher Attitudes, Journal Articles, Literature Reviews
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; Information Analyses
Education Level: N/A
Authoring Institution: N/A