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ERIC Number: EJ949662
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0260-2938
Changes in Instructors' Assessment Thinking Related to Experimentation with New Strategies
Offerdahl, Erika G.; Tomanek, Debra
Assessment & Evaluation in Higher Education, v36 n7 p781-795 2011
Formative assessment has been recognised as a critical element in teaching for conceptual development. A case study research design was employed to: (1) characterise the assessment thinking of three science instructors at a research-based university; and (2) examine the complex relationship between instructor thinking and practice by encouraging experimentation with alternative assessment strategies. Interviews, reflective journals, field notes and course documents were the data sources used to create a single case study that documented the development of these university instructors' assessment thinking during their experimentation with formative assessment strategies. Throughout two semesters of experimentation, the instructors' assessment thinking became more sophisticated; they grew to view the purpose of assessment less as a summative activity used for the assignment of marks and more as a tool for diagnosing student learning. However, more sophisticated thinking was not associated with revisions in teaching practice based on formative assessment data. Further investigations are needed to more completely understand the nature of assessment thinking and how assessment thinking influences assessment practices. Implications for professional development of university-level science instructors include personalised experiences through which instructors can become active participants in gathering evidence of student learning that promotes growth in assessment thinking. (Contains 1 note and 1 figure.)
Routledge. Available from: 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: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A