Classroom assessment has become a cornerstone of today's standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability in teachers' approaches to assessment. The primary purpose of this research was to use a new instrument predicated on recently published classroom assessment standards-the Approaches to Classroom Assessment Inventory-to measure teachers' (a) approaches to assessment, (b) perceived skill in current assessment tasks and responsibilities, and (c) professional learning preferences and priorities.
Research indicates that there is considerable variability in teachers' approaches to assessment resulting in different learning cultures for students. The primary purpose of the study is to examine the relationship between teachers' approaches to assessment across a set of dimensions (including their conceptions of assessment purposes, processes, fairness, and measurement theory) and career stage. The results of this paper illustrate nuanced impacts of career stage on teachers' approaches to multiple dimensions of assessment and enable the generation of assessment profiles that provide empirical support for differences in teachers' approaches to assessment both within and between career stages.
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