The persistence of vision: an analysis of continuity and change in conceptions of assessment within a teacher education program

Session 4 - Palawan 3Conference Theme: Assessment and the Challenge of GlobalizationThere is a significant and growing body of research that indicates teachers’ conceptions of assessment affect their professional relationship to and literacy in assessment. This study examines how a graduate-level course on educational assessment influenced the beliefs, values, and attitudes (i.e., conceptions) held by a small but diverse sample of New York City pre-service and practicing teachers about the nature and purpose of assessment. This study employed a qualitative, phenomenographic approach to establish an understanding of the systematic variations and consistencies in how participants experienced and understood assessment as teachers and as students. The prevailing conception of assessment participants had was negative. Although other conceptual categories emerged and developed between pre-and post-course interviews, this negative conception of assessment remained dominant in both pre- and postcourse interview sets, especially among practicing teachers. Both pre-service and practicing teachers indicated that assessment played a powerful role in personal history and pedagogy. The course appeared to be successful in contributing to teachers’ knowledge about assessment, but attitudes towards assessment remained largely unchanged and negative. The implications for assessment literacy, teacher education and practice posed by this disparity between change in knowledge and persistence in conceptions are explored.postprintThe 37th Annual Conference of the International Association of Educational Assessment (IAEA 2011), Mandaluyong City, Philippines, 23-28 October 2011

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learnin

Using self-assessment to improve student self-assessment

Harris, LR ORCiD: 0000-0002-7379-3676Using Self-Assessment to Improve Student Learning synthesizes research on self-assessment and translates it into actionable guidelines and principles for pre-service and in-service teachers and for school leaders, teacher educators, and researchers. Situated beyond the simple how-to frameworks currently available for teachers and graduate students, this volume illuminates self-assessment's complexities and substantial promise to strategically move students toward self-regulated learning and internalized goals. Addressing theory, empirical evidence, and common implementation issues, the book's developmental approach to quality self-assessment practices will help teachers, leaders, and scholars maximize their impact on student self-regulation and learning

University English teacher assessment literacy: A survey-test report from China

Assessment literacy (AL) is central to the quality of education because competencies in assessing student learning lead to informed decisions. While the AL of university English teachers in China is particularly crucial as they teach the largest group of adult English language learners in the world, it has regrettably remained largely unexplored. The present study subjected an adapted version of the Teacher Assessment Literacy Questionnaire to rigorous psychometric property analyses, and used it to investigate the AL level of Chinese university English teachers (N=891) and the effects of their demographic characteristics on AL performance. Findings reveal a basic level of AL in certain dimensions with limited influence from demographic characteristics. Discussions are centered around validation of the AL instrument, causes for limited AL competence, and key factors that have impacted AL. This study concludes with a reflection of constructing contextually-grounded AL measures and implications for principles, policy and practice of teacher assessment education.link_to_OA_fulltex

Student evaluation of curriculum content for effective beginning teaching

Conference Theme: Non Satis Scire: To Know Is Not Enoug

Assessment and parents

This entry summarises what is known about parent perspectives on assessment

The human and social experience of assessment: Valuing the person and context

This chapter outlines the purpose of the handbook and introduces all chapters

Handbook of human and social conditions in assessment

The Handbook of Human and Social Conditions in Assessment is the first book to explore assessment issues and opportunities occurring due to the real world of human, cultural, historical, and societal influences upon assessment practices, ..