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

Coombs, Andrew; DeLuca, Christopher; LaPointe-McEwan, Danielle; Chalas, Agnieszka

doi:10.1016/j.tate.2017.12.010

Cited by 63 publications

(57 citation statements)

References 48 publications

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“…One of the essential purposes of assessment as learning is that students should become the protagonists of their learning (Coombs et al 2018;DeLuca et al 2016). This means tutors must assume more of a role as facilitator.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

2020

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How can students' competence be developed through peer assessment? This paper focuses on how relevant variables such as participation, evaluative judgement and the quality of the assessment interact and influence peer assessment. From an analysis of 4 years of data from undergraduate classes in project management, it develops a model of causal relationships validated using the PLS-SEM method. It demonstrates relationships between these variables and considerers the influence of students' competence and the mediating nature of feedback and self-regulation on the process. It points to how peer assessment practices can be improved whilst highlighting how evaluative judgement and feedback are two key elements that can be addressed to deliver the effective development of students' competence.

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Section: Theoretical Implicationsmentioning

confidence: 99%

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

2020

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“…The findings of these studies indicated that the teachers might not have been well prepared to assess student learning and they had low assessment knowledge for implementing the high-quality assessment. Particularly, pre-service teachers had limited assessment capabilities (Coombs, 2018;Cowan, 2009;DeLuca & Klinger, 2010;MacLellan, 2004;Volante & Fazio, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Pre-Service Teachers’ Approaches to Classroom Assessment

Rajendran

2020

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Purpose of the study: The purpose of this study is to investigate the pre-service teachers’ understanding of assessment concepts and their approaches to classroom assessment. The relationship between their approaches and confidence in classroom assessment was also established. Methodology: A survey method was used to study the pre-service teachers’ approaches to classroom assessment. One thirty-one second-year pre-service teachers from the University of Delhi, India participated in this study. A modified instrument namely ‘Approaches to Classroom Assessment Inventory (ACAI)’ which consists of two parts was employed Simple t-test, correlation and factor analysis methods were used to analyze the data. Main Findings: Results showed that the pre-service teachers had a better understanding of three out of five issues which include assessment purpose, measurement theory, and confidence in monitoring the assessment. However, the study found that they have an inadequate understanding of assessment design and assessment practices. Furthermore, the correlation between their approach and their confidence was very low and non-significant. The results are discussed in the context of the assessment curriculum and its transaction at the secondary teacher education program. Implication /Applications of this study: Understanding of what pre-service teachers think about assessment issues within the current educational context helps in preparing them as better teachers. The study may provide some evidence for policymakers and curriculum framers [developers] that the importance of practical aspects of assessment in the secondary teacher education curriculum. Novelty/Originality of this study: No study has been done so far on the different aspects of assessment approaches and its issues at pre-service teacher’s level in India.

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“…Even within a single teacher education programs, there can be variability between assessment education courses, suggesting that while there is a dominant policy discourse on K-12 assessment within provinces, there remains variable learning and interpretations of the policy. Furthermore, teacher candidates within the same cohort have significant variability in knowledge and attitudes toward assessment (Volante and Fazio, 2007;DeLuca and Klinger, 2010;Coombs et al, 2018). Despite the presence of consistent teacher accreditation practices, evidence suggests a fairly weak classification of assessment knowledge as prescribed by teaching standards within Canada, which may contribute to variable assessment education models and outcomes for teacher candidates.…”

Section: Canadamentioning

confidence: 99%

Policies, Programs, and Practices: Exploring the Complex Dynamics of Assessment Education in Teacher Education Across Four Countries

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

Cited by 63 publications

References 48 publications

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

Pre-Service Teachers’ Approaches to Classroom Assessment

Policies, Programs, and Practices: Exploring the Complex Dynamics of Assessment Education in Teacher Education Across Four Countries

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