ERIC Number: EJ1195465
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0969-594X
EISSN: N/A
Teachers' Approaches to Classroom Assessment: A Large-Scale Survey
DeLuca, Christopher; Valiquette, Adelina; Coombs, Andrew; LaPointe-McEwan, Danielle; Luhanga, Ulemu
Assessment in Education: Principles, Policy & Practice, v25 n4 p355-375 2018
Classroom assessment has become a cornerstone of today's standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability in teachers' approaches to assessment. The primary purpose of this research was to use a new instrument predicated on recently published classroom assessment standards -- the Approaches to Classroom Assessment Inventory -- to measure teachers' (a) approaches to assessment, (b) perceived skill in current assessment tasks and responsibilities, and (c) professional learning preferences and priorities. Based on 404 teachers from across North America, this study contributes initial evidence of how teachers approach classroom assessment with respect to four dimensions: Assessment Purposes, Assessment Processes, Assessment Fairness and Measurement Theory. Results from this study point to significant differences based on career stage and previous assessment education. The study concludes with four key implications for assessment research and practice.
Descriptors: Student Evaluation, Evaluation Methods, Teacher Competencies, Faculty Development, Test Bias, Measurement, Teaching Experience, Teacher Education, Foreign Countries, Elementary Secondary Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; Canada
Grant or Contract Numbers: N/A