How Teachers and University Faculty Perceive the Need for and Importance of Professional Development in Performance-Based Assessment

Johnson, Sylvia T.; Thompson, Sheila D.; Wallace, Michael B.; Hughes, Gerunda B.; Butty, Jo-Anne L. Manswell

doi:10.2307/2668189

Cited by 9 publications

(2 citation statements)

References 8 publications

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“…These characteristics imply that such tasks require much more than the recall of knowledge. However, authors such as Hood (1998), Johnson, Thompson and Wallace (1998) caution that performance-based tests require attention to validity and reliability issues, are challenging to construct, and require resources and time.…”

Section: Promising Practices In the Literaturementioning

confidence: 99%

Culturally responsive classroom-based assessment A case study of secondary schools in Ireland

et al. 2022

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This paper describes the current state of development in terms of the employment of culturally responsive modes of assessment in five secondary schools in Ireland. The study was part of a project, including partners from three other European countries, that sought to investigate the challenges and opportunities for culturally responsive assessment in the classroom. The first part of the paper explores key definitions and modes of assessment suggested in the literature that have the potential to be culturally responsive. Next, the protocol for the case study, the profiles of the five schools investigated, the data gathering methods employed, and the findings of the case study are presented. Finally, the discussion and conclusion draws together the key points from the case study and addresses the tensions and challenges involved in the implementation of culturally responsive classroom assessment. As the literature underpinning the case study was drawn from several countries and continents, it is suggested that the findings derived from this research, with the range of issues and insights for the practice of culturally responsive assessment, is also relevant to education systems where student populations are culturally diverse. This paper describes the current state of development in terms of the employment of culturally responsive modes of assessment in five secondary schools in Ireland. The study was part of a project, including partners from three other European countries, that sought to investigate the challenges and opportunities for culturally responsive assessment in the classroom. The first part of the paper explores key definitions, and modes of assessment suggested in the literature that have the potential to be culturally responsive. Next, the protocol for the case study, the profiles of the five schools investigated, the data gathering methods employed, and the case study findings are presented. Finally, the discussion and conclusion draws together the key points from the case study and addresses the tensions and challenges involved in implementing culturally responsive classroom assessment. As the literature underpinning the case study was drawn from several countries and continents, it is suggested that the findings derived from this research, with the range of issues and insights for culturally responsive assessment, are also relevant to education systems where student populations are culturally diverse.

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Section: Promising Practices In the Literaturementioning

confidence: 99%

Culturally responsive classroom-based assessment A case study of secondary schools in Ireland

et al. 2022

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“…It was in this overall context that the Center for Research on Educating Students Placed At Risk (CRESPAR) project, "Broadening the Scope of Assessment in the Schools" (BSAS), was conceived and developed (Johnson et al, 1998a;Johnson, Thompson, Wallace, Hughes, & Manswell-Butty, 1998b). BSAS evolved as CRESPAR researchers considered the impact of the Center's Talent Development school reform efforts on teachers and examined the increasing usage of performance assessments in state and national testing programs.…”

Section: Broadening the Scope Of Assessment In The Schoolsmentioning

confidence: 99%

Broadening the Scope of Assessment in the Schools: Building Teacher Efficacy in Student Assessment

Johnson¹,

Wallace²,

Thompson³

1999

The Journal of Negro Education

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The impact of an integrated assessment on the critical thinking skills of first-year university students

Cloete

2018

Accounting Education

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How Teachers and University Faculty Perceive the Need for and Importance of Professional Development in Performance-Based Assessment

Cited by 9 publications

References 8 publications

Culturally responsive classroom-based assessment A case study of secondary schools in Ireland

Culturally responsive classroom-based assessment A case study of secondary schools in Ireland

Broadening the Scope of Assessment in the Schools: Building Teacher Efficacy in Student Assessment

The impact of an integrated assessment on the critical thinking skills of first-year university students

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