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ERIC Number: EJ843453
Record Type: Journal
Publication Date: 2006
Pages: 21
Abstractor: As Provided
Four Textbooks on Assessment: A Qualitative Comparison
Navarro, Virginia
Teaching Educational Psychology, v1 n3 Fall 2006
This paper presents a qualitative analysis of the assessment chapters from four popular educational psychology texts. Teacher knowledge about assessment tools and how they support learning is critical to improving student outcomes. The goals of the analysis are to (a) differentiate author "voices" by looking at style and content choices, (b) track embedded links between theory and practice, (c) note the level of multicultural consciousness in addressing testing issues and (d) compare cited research. Comparisons will be developed from textual evidence gleaned from a close reading of the two assessment chapters in each text that cover classroom and standardized assessment. Interpretive content analysis inevitably reflects the researcher's ideas about what preservice teachers need to know about assessment; however, this analysis provides a fine-grained comparative critique that encourages educational psychology instructors to re-look at the importance of theoretical frameworks, links between theory and practice, multicultural consciousness and cited research in choosing an educational psychology textbook for their classes. (Contains 3 tables.)
Teaching Educational Psychology Special Interest Group (TEP/SIG). Educational Foundations Department, Millersville University, P.O. Box 1002, 1 South George Street, Millersville, PA 17551. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri