Challenges teachers face as they work to connect assessment and instruction

Conca, Lydia M.; Schechter, Carlota; Castle, Sharon

doi:10.1080/13540600320000170927

Cited by 15 publications

(4 citation statements)

References 1 publication

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“…These patterns appeared to some extent at a national level, with responses to the questionnaire suggesting that primary teachers were happier with the curriculum yet less confident in assessing it than secondary teachers. In this, the teachers here share similarities with those studied in the US by Conca et al (2004), who found that unfamiliarity with an assessment framework among elementary teachers limited their discussion of instructional ideas. These views may also reflect the format of curriculum documents.…”

Section: Discussionsupporting

confidence: 50%

Dread and passion: primary and secondary teachers' views on teaching the arts1

Wilson

MacDonald

Byrne

et al. 2008

The Curriculum Journal

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This article reports on a study of the views of Scottish teachers concerning the delivery of arts subjects within the 5-14 curriculum. Data were gathered through focus group interviews with primary, secondary and primary head teachers, and a questionnaire survey of 232 teachers in 10 Scottish LEAs. Research issues included the balance of the curriculum; assessment; the specialist knowledge required to teach each subject with confidence; how the arts were valued by parents and schools; and the benefits which may accrue to pupils and the school through participation in the arts. This article compares findings from primary teachers with those from secondary teachers. While differences were apparent in terms of confidence with teaching and assessing the arts, and how they felt arts subjects were valued, all participants strongly endorsed the benefits of arts education, particularly in terms of pupils' personal development. The implications of these findings are discussed in relation to current literature.

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Section: Discussionsupporting

confidence: 50%

Dread and passion: primary and secondary teachers' views on teaching the arts1

Wilson

MacDonald

Byrne

et al. 2008

The Curriculum Journal

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show abstract

“…Another reason put forward for the lack of improvement in giving feedback is that classroom realities make it difficult for teachers to achieve this type of assessment-driven instruction (Conca, Schechter & Castle, 2004). In New Zealand, research appears to support this finding and suggests the reason for this might be that the professional development and national policies may not be focusing on the right things.…”

Section: Strategies To Improve Feedbackmentioning

confidence: 99%

Improving Student learning? Research evidence about teacher feedback for improvement in New Zealand schools

Eyers¹,

Hill

2016

Waikato Journal of Education

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The importance of giving both evaluative and descriptive feedback to improve learning and achievement has been confirmed through research. This paper draws on assessment and feedback research to interrogate the evidence about how well teachers use feedback in New Zealand classrooms. It reveals that there is very little New Zealand research that investigates NZ teachers' use of feedback. Those studies that do investigate teachers' use of assessment information show that very little of the information gained from assessment is used to inform students about how to improve. More often teachers praise students, give unspecific information about their work and use the data gathered about students' competence and skills for school-wide aggregation and evidence of meeting targets. Questions are raised about why this might be the case, how professional development might be implicated in this and how the situation might be improved through wider policy alignment at both local and national levels.

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“…The importance of aligning assessment to learning objectives becomes apparent if we want students to achieve the intended learning objectives. Authors have suggested that teachers should look beyond changing the form and procedure of assessment and develop instructional strategies based on the outcomes of assessment (Conca et al 2004;Stiggins 1999). Authors have suggested that teachers should look beyond changing the form and procedure of assessment and develop instructional strategies based on the outcomes of assessment (Conca et al 2004;Stiggins 1999).…”

Section: Assessment For Learningmentioning

confidence: 99%

Influence of teachers’ perceptions of teaching and learning on the implementation of Assessment for Learning in inquiry study

Lee

2011

Assessment in Education: Principles, Policy & Practice

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Assessment for learning is a worldwide initiative. With the aim of learning about the influence of teachers' attitudes and perceptions of assessment for learning on daily teaching practices, this study investigated the implementation of assessment for learning using rubrics as a tool for inquiry study. Nineteen secondary school teachers using rubrics were interviewed. The findings show that a narrow perspective of rubrics as a tool for current teaching practice limits teachers' creativity in extending the possibilities of assessment for learning to improve the teaching and learning of inquiry study. The paper draws attention to the influence of teachers' prior perceptions, and provides suggestions for expanding teachers' perspectives of assessment for learning and utilising rubrics as an integral element of the teaching and learning of inquiry study.

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Challenges teachers face as they work to connect assessment and instruction

Cited by 15 publications

References 1 publication

Dread and passion: primary and secondary teachers' views on teaching the arts1

Dread and passion: primary and secondary teachers' views on teaching the arts1

Improving Student learning? Research evidence about teacher feedback for improvement in New Zealand schools

Influence of teachers’ perceptions of teaching and learning on the implementation of Assessment for Learning in inquiry study

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