Teacher beliefs about the cognitive diagnostic information of classroom‐ versus large‐scale tests: implications for assessment literacy

Leighton, Jacqueline P.; Gokiert, Rebecca; Cor, M. Ken; Heffernan, Colleen

doi:10.1080/09695940903565362

Cited by 33 publications

(30 citation statements)

References 34 publications

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“…(e.g., G. Brown et al, 2010;Kim & Young, 2010;Leighton et al, 2010;Remesal, 2011). This new thread in the literature treats teachers' assessment literacy as an asset-a perspective that fits well with our research intent and provides important grounding for our study.…”

Section: Howley Et Almentioning

confidence: 74%

“…Arguably, such grounded knowledge represents a perspective that ought to be taken seriously in discussions about what constitutes assessment literacy. Seeking to expand on the very small body of literature that uses this sort of assets perspective 1 to investigate teachers' assessment knowledge and practice (e.g., Goertz, Oláh, & Riggan, 2009;Leighton, Gokiert, Cor, & Heffernan, 2010), the current study addressed the following research questions:…”

Section: Intersecting Domains Of Assessment Knowledgementioning

confidence: 99%

“…In addition, five studies provided information supportive of inferences about teachers' views. Three involved surveys of teachers (G. Brown, Lake, & Matters, 2010;Leighton et al, 2010;O'Shea, Stoddard, & O'Shea, 2000), 2 and two were reports of professional development initiatives that sought to expand teachers' repertoire of assessment strategies (Borko et al, 1997;Cooney, Bell, Fisher-Cauble, & Sanchez, 1996).…”

Section: Teachers' Assessment Knowledgementioning

confidence: 99%

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Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

Howley¹,

Howley

Henning

et al. 2013

Educational Assessment

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This study used qualitative interviewing with teachers at three high schools to answer research questions about teachers' assessment knowledge, school-specific assessment cultures, and teachers' perceptions of the assessment literacy of other key stakeholders. Data analysis revealed shared knowledge and practices across schools-use of formative assessment to guide instructional decision making; reliance on collaborative processes as the basis for cultivating school-wide assessment practices; and the belief among teachers that students, parents, and school administrators often hold naive views about the relative primacy of summative over formative assessment. Data analysis also identified distinctive features of the assessment culture at each of the schools.To use assessment in ways that contribute to student learning, teachers need to be knowledgeable about a variety of assessment strategies and select those they believe to be most effective (e.g.,

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Section: Howley Et Almentioning

confidence: 74%

Section: Intersecting Domains Of Assessment Knowledgementioning

confidence: 99%

Section: Teachers' Assessment Knowledgementioning

confidence: 99%

See 1 more Smart Citation

Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

Howley¹,

Howley

Henning

et al. 2013

Educational Assessment

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“…In addition, teachers believe that standard tests have negative effects on curriculum, learning-teaching, student-teacher motivation. [36] indicate that teachers believe that their own tests provide more information than the standardized tests in terms of assessment and evaluation. According to [17] teachers express that standard tests produce "teaching of the test techniques" on teachers.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Investigating Teacher Candidates' Beliefs about Standardized Testing

Kınay¹,

Ardiç²

2017

ujer

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The purpose of this study is to examine the beliefs of prospective teachers' about standardized testing in terms of some variables. This piece of research is in survey model. The study is carried out with 442 randomly selected prospective teachers registered in different departments at Dicle University in Turkey during the 2015-2016 academic year. Selected teacher candidates are grouped under 5 fields according to the branches they have registered (social sciences, language education, mathematics and sciences, fields requiring special ability, basic education). The Beliefs about Standardized Testing Scale (BAST) developed by Magee and Jones (2012) and adapted into Turkish language by İlhan, Çetin and Kinay (2015) is used as data collection tool. As a result of the study teacher candidates are found to have moderate beliefs for standardized tests. There is a significant difference between the candidate teachers' beliefs about standardized tests in terms of their gender and fields. Teacher candidates' beliefs about standardized tests do not differ significantly according to the grade variable.

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“…Chen recognises that his approach involves retro-fitting, as the assessments were not designed for diagnostic purposes. We learned from Leighton et al (2010) that teachers did not find largescale tests useful for diagnostic purposes in classrooms, but it is possible that they are helpful for diagnosis on a larger scale, when comparing group performances. Julia C. Phelan, Kilchan Choi, David Niemi, Terry P. Vendlinski, Eva L. Baker, and Joan Herman outline the field-testing of a formative assessment mathematics tool called POWERSOURCE Ó .…”

Section: Editorial Science and Misfitsmentioning

confidence: 96%

Science and misfits

Baird

2012

Assessment in Education: Principles, Policy & Practice

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Teacher beliefs about the cognitive diagnostic information of classroom‐ versus large‐scale tests: implications for assessment literacy

Cited by 33 publications

References 34 publications

Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

Investigating Teacher Candidates' Beliefs about Standardized Testing

Science and misfits

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