Middle School Science Teachers’ Conceptions of Assessment Practice Throughout a Year-long Professional Development Experience

Wilsey, Matthew; Kloser, Matthew; Borko, Hilda; Rafanelli, Stephanie

doi:10.1080/10627197.2020.1756255

Cited by 8 publications

(8 citation statements)

References 46 publications

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“…Therefore, this study demonstrated that educators in higher education tend to adopt novel methods to evaluate students' academic performance and assess their understanding of the skills acquired and information taught. This finding corresponded with the findings of Wright, Knight, and Pomerleau (1999) that stated that many educators are now adopting innovative teaching methods in higher education that can be utilized to enhance student engagement and learning help in developing learners' leadership identity and competencies Wilsey, M, et al 2020).…”

Section: Discussionsupporting

confidence: 87%

Traditional versus authentic assessments in higher education

2022

pegegog

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This study aimed to explore the effect of authentic and traditional assessment on students' performance in the field of health and educational sciences. Both qualitative and quantitative research designs were used in this study. Study used A questionnaire containing 20 items: 10 items represented traditional assessment and the other 10 represented authentic assessments has been used in this study. The survey sample used in this study consisted of 157 students and 52 educators. In addition, 10 educators were interviewed for the qualitative research part and 25 graduate students as an experimental sample. The main findings of this study indicated that educators preferred using both traditional testing tools and the preference towards traditional and authentic tools depended on academic qualification. This implies the importance of conducting institution in-service courses for educators, which may depend not only on the nature of the training but also on the academic qualifications of the participants. Furthermore, it is important to note that while many educators reported their preference in utilizing novel evaluation methods, a small proportion of them did not deem authentic assessment as their preferred way of assessing students' performance. This could partly be the result of adopting a traditional curriculum instead. various outcomes of this study can lead educators to design a best model of assessment using both traditional and authentic assessment types. As for students, many advantages of using authentic assessment will help them enhance their academic writing and productivity skills.

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Section: Discussionsupporting

confidence: 87%

Traditional versus authentic assessments in higher education

2022

pegegog

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“…Our study reflects this range of findings as growth appeared in particular areas and with particular teachers, but not comprehensively across the project. For example, participating teachers' drawn mental models (Wilsey et al, 2020)-important for influencing their assessment and data-use practice (Jimerson, 2014)-indicated a shift after the Summer PD Institute toward more iterative approaches to feedback and the use of evidence to inform instruction. But Dimension ratings from artifacts of their practice suggest that most teachers still had significant room for growth, particularly in the Dimensions that showed initial change in their drawn models and interviews-those related to providing feedback and using evidence to inform instruction.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers attended one of two identically planned, intensive (∼25 h) summer institutes focused on developing assessment and data‐use literacy, one in Indiana and the other in California. The PD was structured around two main tools: (1) the nine Dimensions of assessment and data‐use practice (Martínez, Borko, Stecher, et al, 2012; Wilsey et al, 2020) and (2) a set of Notebooks including two representative Notebooks from other teachers and a 10‐day baseline Notebook of artifacts that teachers collected before the intervention. Our PD was tightly aligned with the framework of effective professional formation described above and was founded on a principle of colearning amongst the facilitators and the participants (Darling‐Hammond et al, 2017; Desimone, 2009).…”

Section: Methodsmentioning

confidence: 99%

“…Relatedly, drawn conceptual models of assessment and data-use practice were also collected as key artifacts of both the PD and research. Analysis of these drawn mental models can be found inWilsey et al (2020), and the findings from that study are revisited in light of the interviews and Notebook artifacts in Section 5. A summary and chronology of data collection across the three instruments is represented in Figure1.Pre and poststudy interviews were conducted in-person by the research team.…”

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confidence: 99%

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Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice

et al. 2022

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Using evidence of student thinking and performance is crucial to enacting ambitious science teaching because intimate, formative data can be responsive to student ideas about science. However, narratives and policies about assessment and data use do not always position teachers to draw on the breadth and variety of evidence from the classroom to make instructional decisions that foster sensemaking. Thus, understanding whether, when, and how teachers view and use assessment and other forms of student data is critical to understanding classroom interactions and learning. This study explores teachers' baseline assessment conceptions and practices as well as their changes with relation to assessment and data use across a year‐long intervention using a portfolio of classroom assessment artifacts. Middle school science teachers participated in professional development in which they reflected on assessment artifacts in light of nine dimensions of effective science assessment and data‐use practice. Drawing on interviews, as well as baseline and outcome portfolios from the classroom, we noticed that initial conceptions of practice focused on the variety and frequency of assessment. Nine months later, participants' practice showed growth in several dimensions, but differentially among teachers based on their baseline proficiency. Teachers were more likely to show growth in dimensions related to feedback and data use if they had initially showed proficiency in articulating clear learning goals and had previously aligned their assessments to the stated goals. These findings suggest a possible developmental trajectory for improving teachers' assessment and data use practice.

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“…Hasilnya digunakan untuk melihat kemajuan belajar terkait tujuan pembelajaran (Wilsey, Kloser, Borko, & Rafanelli, 2020), serta tolak ukur keberhasilan penyelenggaraaan pendidikan (Sandberg & Kecskes, 2017).…”

Section: Pendahuluanunclassified

Identifikasi Praktik dan Hambatan Guru dalam Asesmen Kognitif Matematika di Masa Pandemi COVID-19

Yansa

Retnawati

2021

jel

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This study aims to identify teachers' practices and barriers in carrying out a cognitive mathematics assessment during the COVID-19 pandemic. The type of research used is an online survey using a google form, which is spread over ten days via WhatsApp. This survey uses a qualitative approach. The research instrument was constructed from a pocketbook of periodic diagnostic assessment. A total of 78 primary to secondary school teachers from various regions in Indonesia participated. Data analysis was done descriptively, while data from open questions were analyzed using Atlasti 9. The study results present the practice of cognitive assessment regularly carried out by online-based mathematics teachers in high-grade elementary schools to secondary schools. In contrast, low-grade elementary schools are conducted by home visit. In practice, teachers experience several obstacles: the validity of the answers, limited time in the assessment, barriers from students themselves, and facilities. These obstacles cause the assessment results not to describe the cognitive level in-depth or provide valid and reliable information regarding students' achievement.

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Middle School Science Teachers’ Conceptions of Assessment Practice Throughout a Year-long Professional Development Experience

Cited by 8 publications

References 46 publications

Traditional versus authentic assessments in higher education

Traditional versus authentic assessments in higher education

Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice

Identifikasi Praktik dan Hambatan Guru dalam Asesmen Kognitif Matematika di Masa Pandemi COVID-19

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