Use and Usefulness of Assessments to Inform Instruction: Developing a K-12 Classroom Teacher Assessment Practice Measure

Varier, Divya; Powell, Marvin G.; Dodman, Stephanie; Ives, Samantha T.; DeMulder, Elizabeth; View, Jenice L.

doi:10.1080/10627197.2024.2316907

Cited by 2 publications

(2 citation statements)

References 59 publications

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“…They also noted that the course would improve their reflective skills and metacognitive awareness (Härmälä, 2023;López, 2023). Additionally, the participants would engage in collaborative assessment practices, such as co-designing assessments and sharing assessment data with colleagues (Cong-Lem, 2024;Varier et al, 2024). The course would also empower them to involve students actively in the assessment process (Phakiti & Steinhoff, 2023;Yin & Park, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, recent studies emphasize the significance of assessment practices for shaping student identities (Nieminen, 2024) and teacher identities (Estaji & Ghiasvand, 2023, as well as the importance of feedback and formative assessment in the classroom (Khan et al, 2023;Phakiti & Steinhoff, 2023;Samaie & Valizadeh, 2023;Varier et al, 2024). International comparative studies by Härmälä (2023) and López (2023) also contribute to understanding teachers' assessment practices.…”

Section: Teacher Assessment Agency and Professional Developmentmentioning

confidence: 99%

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Unveiling the impact of language assessment teacher education on EFL teachers’ assessment agency and professional development trajectory: perceptions, opportunities, and challenges

Estaji

2024

Lang Test Asia

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In global trends and current curricular policy reforms in second language (L2) education, there is a great emphasis on repositioning of teachers as assessors and teachers’ role as responsible agents in assessment. However, various factors affect the agency of teachers as assessors in the classroom. This study explored the ways English as a Foreign Language (EFL) teachers perceived the impact of the language assessment teacher education course on their agency as assessors. Likewise, it scrutinized the challenges and opportunities teachers confronted in leveraging the acquired knowledge and skills to enhance their assessment agency and contribute to their overall professional development. As for dataset, this phenomenological study targeted 50 EFL teachers, with 25 participants completing an open-ended questionnaire and the other 25 composing narratives. The research findings, using MAXQDA software (v. 20) for content and thematic analysis, revealed that EFL teachers perceived a significant positive influence of language assessment teacher education courses on their agency as assessors in the classroom. This led to their increased confidence and competence in assessment practices. They found limited institutional support and resources as their main challenges. However, they claimed opportunities would arise from collaborative professional networks and tailored mentoring to effectively apply knowledge and skills gained from language assessment teacher education courses for their professional development. The findings offer valuable implications for language assessment teacher education and professional development initiatives, illuminating the potential predicaments and expediters in enhancing teachers’ assessment agency and fostering their continuous professional growth.

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Section: Discussionmentioning

confidence: 99%

Section: Teacher Assessment Agency and Professional Developmentmentioning

confidence: 99%

Unveiling the impact of language assessment teacher education on EFL teachers’ assessment agency and professional development trajectory: perceptions, opportunities, and challenges

Estaji

2024

Lang Test Asia

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The Relationship Between Teachers’ Equity Orientation and Instructional Usefulness of Assessments of and for Learning

Varier,

Powell,

Dodman

et al. 2024

Education Sciences

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The article presents findings from a survey study of K-12 teachers in the mid-Atlantic United States about their assessment practice. Guided by two frameworks related to teacher assessment literacy in practice and critical-data-driven decision-making, we investigated how teachers’ equity orientation is related to their perceived instructional usefulness of standardized assessments of learning and assessments for learning. Structural equation models revealed defensible contributions of equity orientation and assessment preparation and professional development, specifically, teachers’ motivations for joining the profession, preparation for reflective practice and equity-oriented practice, and beliefs about societal equality to their perceived usefulness of assessments. Findings provide empirical evidence to situate the role of and influences on assessment practices in supporting equitable learning environments.

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Use and Usefulness of Assessments to Inform Instruction: Developing a K-12 Classroom Teacher Assessment Practice Measure

Cited by 2 publications

References 59 publications

Unveiling the impact of language assessment teacher education on EFL teachers’ assessment agency and professional development trajectory: perceptions, opportunities, and challenges

Unveiling the impact of language assessment teacher education on EFL teachers’ assessment agency and professional development trajectory: perceptions, opportunities, and challenges

The Relationship Between Teachers’ Equity Orientation and Instructional Usefulness of Assessments of and for Learning

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