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ERIC Number: EJ875327
Record Type: Journal
Publication Date: 2010-Feb
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0969-594X
Teacher Beliefs about the Cognitive Diagnostic Information of Classroom- versus Large-Scale Tests: Implications for Assessment Literacy
Leighton, Jacqueline P.; Gokiert, Rebecca J.; Cor, M. Ken; Heffernan, Colleen
Assessment in Education: Principles, Policy & Practice, v17 n1 p7-21 Feb 2010
Classroom teachers are in the front line of introducing students to formal learning, including assessments, which can be assumed to continue for students should they extend their schooling past the expected mandatory 12 years. The purpose of the present investigation was to survey secondary teachers' beliefs of classroom and large-scale tests for (a) providing information about students' learning processes, (b) influencing meaningful student learning, and (c) eliciting learning or test-taking strategies for successful test performance. Secondary teachers were surveyed because a majority of large-scale tests are developed for secondary students (e.g., PISA, TIMSS). Results suggested that in comparison to large-scale tests teachers believe classroom tests provide more information about student learning processes, are more likely to influence meaningful student learning, and are more likely to require learning over test-taking strategies. The implications of these results for assessment literacy are explored. (Contains 7 tables, 1 figure and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Program for International Student Assessment