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

DeLuca, Christopher; Willis, Jill; Cowie, Bronwen; Harrison, Christine; Coombs, Andrew; Gibson, Andrew; Trask, Suzanne

doi:10.3389/feduc.2019.00132

Cited by 29 publications

(22 citation statements)

References 45 publications

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“…Such decision-making can be supported by subject-specific assessment training, since teachers need both assessment literacy and subject knowledge to be able to consider and decide on appropriate next steps. Developing an appropriate classroom assessment language to articulate and share evidence, decisions and the effectiveness of future actions with colleagues could lead to more assessment capable teachers (DeLuca et al, 2019). Enabling teachers to be more explicit about their tacit decision-making, could support them to make more formative use of assessment information to support pupil learning.…”

Section: Discussionmentioning

confidence: 99%

“…Gardner et al (2010) assert that assessment should focus on improving learning, explaining why formative assessment became commonly known as "Assessment for Learning" (Assessment Reform Group, 1999). However, in practice, formative use of assessment information has been difficult to implement, with changes to teacher practice taking time and often skewed by current policy such as an increased focus across the world on using assessment for accountability (DeLuca et al, 2019). The difficulties encountered with implementation indicate that there is still a need for further research in this area, with the aim of finding manageable ways for teachers to make use of formative assessment in the classroom.…”

Section: Introductionmentioning

confidence: 99%

“…Assessment education is in a constant state of flux (DeLuca et al, 2019) as it responds to changes in assessment policy and emphasis. Significant changes have taken place in the last decade in England, with primary schools (for children aged 4-11) following a new statutory National Curriculum with assessment indicators presented as age-related expectations (Department for Education, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Formative Decision-Making in Response to Primary Science Classroom Assessment: What to do Next?

Earle

2021

Front. Educ.

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Classroom assessment is purposeful when the information is utilised by teachers to support learning. Such formative assessment practices can be difficult to enact in a primary science classroom, with the whole class often involved in practical activities and with limited lesson time. This preliminary study seeks to explore formative decision-making and the subsequent actions taken by teachers in the classroom. Primary teachers who used a Teacher Assessment in Primary Science (TAPS) Focused Assessment activity were asked to describe what action they took as a result of the classroom interactions stimulated by the activity. 142 teachers in 9 regions of England completed a paper questionnaire at a training day. The qualitative data pertinent to the study was extracted and thematic content analysis carried out to determine the kinds of actions and changes to practice that were described. It was found that the “next step” described by teachers varied in timing; some made changes within the lesson, others provided follow up activities or made longer-term adaptation to teaching practices. Being responsive to the assessment information provided by the children took many forms, for example, supporting pupils to reflect on investigations during the lesson, discussing vocabulary or concepts, providing time for further exploration, or explicit modeling of science skills. Formative decisions were taken at a whole class level, rather than making individual adaptations. It is argued that enabling teachers to be more explicit about their tacit decision-making could support them to make more formative use of assessment information to support pupil learning.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Formative Decision-Making in Response to Primary Science Classroom Assessment: What to do Next?

Earle

2021

Front. Educ.

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“…Based on international research evidence, the answer seems to be no. Assessment is not taught well enough in preservice teacher education (PsTE) in many countries, and either a lack of advanced courses or effective pedagogy on assessment is evident (Volante and Fazio, 2007;DeLuca et al, , 2019. observe that the limited preservice assessment education is theory-laden and disconnected from teachers' daily assessment practices.…”

Section: Introductionmentioning

confidence: 99%

“…Teachers generally have low levels of assessment knowledge and skills, with beginning teachers particularly underprepared for assessment in schools (Volante and Fazio, 2007;DeLuca et al, 2019). Difficulties with common assessment responsibilities, basic conceptions, and the purposes of assessment are reported (Mellati and Khademi, 2018).…”

Section: Introductionmentioning

confidence: 99%

In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning

et al. 2022

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Assessment has a critical and time-consuming role in the teaching profession. However, teachers generally possess low levels of assessment knowledge and skills, with their understanding more about the culturally and historically established summative compared to formative assessment. Therefore, developing assessment literacy in preservice teacher education (PsTE) is important. In the present study, a special study module of assessment was designed for PsTE to examine Finnish student teachers’ assessment literacy. Deductive and inductive content analyses of students’ (N = 168) written diaries were conducted applying a conceptual framework of teacher’s assessment literacy in practice (TALiP). Based on the results, the students’ assessment knowledge base and assessment conceptions were promisingly versatile and indicated a rich awareness of the broad nature of assessment. However, the key findings also suggest that assessment is not an easy topic for student teachers to discuss with peers. It can be concluded that even short PsTE assessment courses can enhance student teachers’ views of versatile pedagogical inputs and outputs of assessment.

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From challenge to innovation: A grassroots study of teachers’ classroom assessment innovations

DeLuca,

Holden,

Rickey

2024

British Educational Res J

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We are at a critical moment for assessment in schools. Teachers are called to navigate advances in classroom assessment research, top‐down assessment policies, and lingering effects of the COVID‐19 pandemic on teaching and learning. Embedded in this context are also systemic challenges to teachers’ assessment practice. This paper analyses these challenges to characterise the current context for teachers’ assessment work and considers teachers’ innovative responses to these challenges. Data are drawn from 168 qualitative responses to a baseline assessment innovation survey across 10 Canadian provinces and territories as well as 10 other international jurisdictions. Eight themes were identified related to teachers’ assessment challenges and innovations, including: negating innovation, the emotions of assessment, grade obsession and the gradeless spectrum, conflicting orientations towards assessment, the use of ‘assessment talk’, data overload, equitable assessment and actions that make learning and assessment visible. These findings directly support the widespread goal of implementing assessments that effectively and consistently serve student learning. The paper concludes with a discussion on how teachers move from facing assessment challenges to engaging in assessment innovations.

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

Cited by 29 publications

References 45 publications

Formative Decision-Making in Response to Primary Science Classroom Assessment: What to do Next?

Formative Decision-Making in Response to Primary Science Classroom Assessment: What to do Next?

In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning

From challenge to innovation: A grassroots study of teachers’ classroom assessment innovations

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