Assessment and Classroom Learning: theory and practice

Dwyer, Claire

doi:10.1080/0969595980050109

Cited by 38 publications

(19 citation statements)

References 6 publications

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“…Students' understandings of NOSK have no performance expectations stated and so there is no reason to believe that understandings of NOSK will be explicitly taught or assessed. It is well established that teachers typically do not teach what is not assessed (Dwyer, 1998). Overall, in the NGSS, NOSK is relegated to the position of a "connection," which teachers may choose to make or not.…”

Section: Research On Nosk At a Crossroadsmentioning

confidence: 99%

Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?

Lederman

2019

Discip Interdscip Sci Educ Res

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This review traces the history of research on the teaching and learning of nature of scientific knowledge (NOSK), and its implications for curriculum and instruction. Initially, the complex rubric of NOSK is clearly conceptualized, while recognizing that there is no singularly accepted definition. As part of this conceptualization NOSK is distinguished from the body of scientific knowledge and science practices/inquiry, the latter of which is often conflated with NOSK. The empirical research on NOSK related to teaching, learning, and assessment is briefly reviewed, followed by a discussion of the challenges that teachers face and a delineation of research foci that can help alleviate teachers' challenges. Finally, a variety of important questions yet to be answered are delineated and explained.

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Section: Research On Nosk At a Crossroadsmentioning

confidence: 99%

Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?

Lederman

2019

Discip Interdscip Sci Educ Res

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“…Existing research findings suggest that teachers' assessment reasoning is often constrained by their prior conceptions of student learning and assessment (Brookhart, 2004; Otero, 2006), beliefs about fairness (Yung, 2001), pressures of accountability (Brickhouse & Bodner, 1992; Duschl & Wright, 1989), and concerns for maintaining supportive relationships with students (Fieman‐Nemser & Floden, 1986). In fact, many of the barriers to teachers' implementation of assessments compatible with teaching for understanding appear to be psychological and social, rather than technical or psychometric (Dwyer, 1998). Some researchers have suggested that teachers' assessment practices mirror their limited beliefs about assessment as a tool for measuring achievement rather than assessment as a means of revealing student understanding and improving student learning (Gioka, 2009; Radnor, 1994; Shepard, 2000).…”

Section: Assessment Reasoning and Practices In The Context Of Inquirymentioning

confidence: 99%

Assessing students' understanding of inquiry: What do prospective science teachers notice?

2013

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The theoretical construct of teacher noticing has allowed mathematics teacher educators to examine teacher thinking and practice by looking at the range of activities that teachers notice in the classroom. Guided by this approach to the study of teacher thinking, the central goal of this exploratory study was to identify what prospective science teachers notice when evaluating evidence of student understanding in another teacher's inquiry-based unit. Our results are based on the qualitative analysis of 43 prospective teachers' evaluations of assessment evidence presented to them in the form of a video case and associated written artifacts. Analysis of our data revealed two major categories of elements, Task-General and Task-Specific, noticed by our study participants. Task-General elements included attention to learning objectives, independent student work, and presentation issues and they often served to guide or qualify the specific inquiry skills that were evaluated. Task-Specific elements included the noticing of students' abilities to perform different components of an investigation. In general, study participants paid attention to important general and specific aspects of student work in the context of inquiry. However, they showed preferential attention to those process skills associated with designing an investigation versus those practices related to the analysis of data and generation of conclusions. Additionally, their interpretations of assessment outcomes were largely focused on the demonstration of general science process skills; much less attention was paid to the analysis of the epistemological validity or scientific plausibility of students' ideas. Our results provide insights into the design of meaningful learning experiences for prospective teachers that elicit, challenge, and enrich their conceptions of student understanding in the context of inquiry. ß

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“…Furthermore, teachers can be challenged by conflicts among their belief systems, institutional structures and pressure from external accountability testing (Black and Wiliam, 1998;Dwyer, 1998). However, it has been found that teachers with stronger confidence were better at AfL in the classroom (Allinder, 1995), suggesting that enhanced self-efficacy with assessment tools and practices can be of benefit.…”

Section: Teachers and Implementationmentioning

confidence: 99%

“…Time is needed to help teachers build AfL and technology skills, reflect, interpret, and develop formative assessment materials to suit their students' learning needs. Provision of professional development will assist teachers in becoming proficient and confident users of AfL practices to effectively track student progress (Lu et al, 2017), and use assessment technologies (Dwyer, 1998;Woloshyn et al, 2017). The importance of investing in pre-service training for competency in assessing student learning must continue by policy makers committed to investing in in-service professional development in a coordinated approach that provides teachers the expertise and support they need (Stiggins, 2002;Heritage, 2007).…”

Section: Teachers and Implementationmentioning

confidence: 99%

Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom

et al. 2019

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The framework and tools used for classroom assessment can have significant impacts on teacher practices and student achievement. Getting assessment right is an important component in creating positive learning experiences and academic success. Recent government reports (e.g., United States, Australia) call for the development of systems that use new technologies to make educational assessment more efficient and useful. The present review discusses factors relevant to assessment in the digital age from the perspectives of assessment for learning (AfL) and assessment of learning (AoL) in the early childhood classroom. Technology offers significant avenues to enhance test administration, test scoring, test reporting and interpretation, and link with curriculum to individualize learning. We highlight unique challenges around issues of developmental appropriateness, item development, psychometric validation, and teacher implementation in the use of future assessment systems. However, success will depend upon close collaboration between educators, students, and policy makers in the design, development, and utilization of technology-based assessments.

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Assessment and Classroom Learning: theory and practice

Cited by 38 publications

References 6 publications

Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?

Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?

Assessing students' understanding of inquiry: What do prospective science teachers notice?

Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom

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