The Impact of Classroom Evaluation Practices on Students

Crooks, Terence J.

doi:10.2307/1170281

Cited by 215 publications

(285 citation statements)

References 0 publications

Supporting

Mentioning

244

Contrasting

Unclassified

Order By: Relevance

“…Second, research suggests that enactment of the range of complementary assessment practices is relatively rare in schools (Supovitz & Klein, 2003), even while use of formative and benchmark assessments has been shown to be powerfully associated with gains in student learning (Black & Wiliam, 1998;Crooks, 1988). Traditional understandings of the use of assessment dominate teacher practice, while using assessment as a motivational and instructional tool is a relatively new concept for most teachers (Butler, 1988;Dweck, 2001).…”

Section: Evaluation Questions and Rationalementioning

confidence: 99%

Learning about assessment: An evaluation of a ten-state effort to build assessment capacity in high schools

Weinbaum¹

2009

PsycEXTRA Dataset

View full text Add to dashboard Cite

In 2006, the State of Delaware and the Council of Chief State School Officers (CCSSO) partnered with the Consortium for Policy Research in Education (CPRE) to conduct an evaluation of a ten-state initiative that sought to enhance assessment practices at the high school level. This effort aimed to help states, districts, and schools build familiarity with instruction that uses assessment as part of the learning process, a practice known as assessment for learning. This report focuses primarily on the third goal of this project, the creation and function of teacher learning teams focused on assessment for learning. February 2009 Consortium for Policy Research in Education About the Consortium for Policy Research in EducationThe Consortium for Policy Research in Education (CPRE) unites seven of the nation's top research institutions in an exciting venture to improve student learning through research on policy, finance, school reform, and school governance. The members of CPRE are the University of Pennsylvania, Teachers College Columbia University, Harvard University, Stanford University, the University of Michigan, the University of Wisconsin-Madison, and Northwestern University. CPRE is currently examining how alternative approaches to reform -such as new accountability policies, teacher compensation, whole-school reform approaches, and efforts to contract out instructional services-address issues of coherence, incentives, and capacity.To learn more about CPRE, visit our website at www.cpre.org or call 215-573-0700. CPRE Research Reports are issued by CPRE to facilitate the exchange of ideas among policymakers, practitioners, and researchers who share an interest in education policy. The views expressed in the reports are those of individual authors and are not necessarily shared by CPRE or its institutional partners.

show abstract

Section: Evaluation Questions and Rationalementioning

confidence: 99%

Learning about assessment: An evaluation of a ten-state effort to build assessment capacity in high schools

Weinbaum¹

2009

PsycEXTRA Dataset

View full text Add to dashboard Cite

show abstract

“…The primacy of the learner thus suggests, counterintuitively, that learning tasks, rather than being overly strucured by tutors to minimise the possibility of learner error, might be more useful if they were complex or difficult since expertise does not develop through doing only what is within one's competence but through working on real problems that require the extension of knowledge and competence (Scardamalia & Bereiter, 1991). At a pragmatic level, it might also be helpful to focus on a few significant learning tasks for which the learners are accountable, and thereby communicate to the learners the kind of intellectual work which is valued (Crooks, 1988;Gibbs, 1999;Ramsden, 1997), rather than having a multitude of learning tasks which may have little or no alignment with the desired learning outcomes (Biggs, 1999). For example, it would seem important that tutors give primacy to the need for students to conceptualise new knowledge about assessment and so in an iterative fashion, tasks that require the comprehension, transformation and expansion of knowledge about assessment (Sarig, 1996) might better enable students to appreciate that the analyses of, and solutions to, problems of assessment are real and immediate issues with which they have to grapple in their professional practice.…”

Section: What Might Be Done?mentioning

confidence: 99%

Initial knowledge states about assessment: novice teachers’ conceptualisations

Maclellan

2004

Teaching and Teacher Education

View full text Add to dashboard Cite

show abstract

“…[19][20][21] Messic and others suggest that learning is a consequence of assessment, and that an assessment program can be designed not only to measure competence but also to generate desirable outcomes. [22][23][24] Whereas OSCE-style task assessments have been used historically to determine if specific skills have been mastered in KU pharmacy teaching laboratories, adding a live, whole-case standardized client program has afforded evaluation of problem solving, which is a higher-level composite set of these skills.…”

Section: Introductionmentioning

confidence: 99%

An Assessment Program Using Standardized Clients to Determine Student Readiness for Clinical Practice

Ragan

Virtue

Susan

2013

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To develop, implement, and review a competence-assessment program to identify students at risk of underperforming at advanced pharmacy practice experience (APPE) sites and to facilitate remediation before they assume responsibility for patient care. Design. As part of the standardized client program, pharmacy students were examined in realistic live client-encounter simulations. Authentic scenarios were developed, and actors were recruited and trained to portray clients so students could be examined solving multiple pharmacy problems. Evaluations of students were conducted in the broad areas of knowledge and live performance. Assessment. Measurements included student-experience survey instruments used to evaluate case realism and challenge; videos used to determine the fidelity of standardized clients, and clerkship performance predictions used to identify students who required individual attention and improvement prior to clerkship courses. Conclusions. The assessment program showed promise as a means of discriminating between students who are prepared for APPEs and those at risk for underperforming.

show abstract

The Impact of Classroom Evaluation Practices on Students

Cited by 215 publications

References 0 publications

Learning about assessment: An evaluation of a ten-state effort to build assessment capacity in high schools

Learning about assessment: An evaluation of a ten-state effort to build assessment capacity in high schools

Initial knowledge states about assessment: novice teachers’ conceptualisations

An Assessment Program Using Standardized Clients to Determine Student Readiness for Clinical Practice

Contact Info

Product

Resources

About