Changing approaches to classroom assessment: An empirical study across teacher career stages

Changing approaches to classroom assessment: An empirical study across teacher career stages Research indicates that there is considerable variability in teachers' approaches to assessment resulting in different learning cultures for students. The primary purpose of the study is to examine the relationship between teachers' approaches to assessment across a set of dimensions (including their conceptions of assessment purposes, processes, fairness, and measurement theory) and career stage. The results of this paper illustrate nuanced impacts of career stage on teachers' approaches to multiple dimensions of assessment and enable the generation of assessment profiles that provide empirical support for differences in teachers’ approaches to assessment both within and between career stages. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Teaching and Teacher Education Elsevier

Changing approaches to classroom assessment: An empirical study across teacher career stages

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Publisher
Elsevier
Copyright
Copyright © 2017 Elsevier Ltd
ISSN
0742-051x
D.O.I.
10.1016/j.tate.2017.12.010
Publisher site
See Article on Publisher Site

Abstract

Research indicates that there is considerable variability in teachers' approaches to assessment resulting in different learning cultures for students. The primary purpose of the study is to examine the relationship between teachers' approaches to assessment across a set of dimensions (including their conceptions of assessment purposes, processes, fairness, and measurement theory) and career stage. The results of this paper illustrate nuanced impacts of career stage on teachers' approaches to multiple dimensions of assessment and enable the generation of assessment profiles that provide empirical support for differences in teachers’ approaches to assessment both within and between career stages.

Journal

Teaching and Teacher EducationElsevier

Published: Apr 1, 2018

References

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