Assessment of teaching and learning in “literature-based” classrooms

Inside the Black Box: Raising Standards through Classroom Assessment

“…(US secondary language teachers -Johnston et al, 1995 ) All features in the educational system which actually obstruct the development of effective formative assessment should be examined to see how their negative effects can be reduced. The outstanding influence here is that of short external tests.…”

Teachers' Experiences of Unfair Grading

“…Classroom assessments are not just a matter of applying the right measurement techniques; they are also a personal and social concern (Allal, 2013;Johnston et al, 1995), and in this study we have found that conflicts with individual pupils or social influences may diminish the validity of the assessment information and undermine the teacher's ability to assign a fair grade. When pupils protest for some reason or use methods other than those that the teacher prefers or do not wish to sing solo in front of the entire school, the conflict between pupil and teacher displaces the existing assessment data.…”

“…McMillan, 2003;Tierney, Simon, & Charland, 2011). Furthermore, two other studies found classroom assessments to be far more than simply a question of measurement techniques (Allal, 2013;Johnston, Guice, Baker, Malone, & Michelson, 1995). Allal (2013) and Johnston and colleagues (1995) believed assessment to be a highly personal and social matter, involving both an individual cognitive aspect and a socially situated aspect.…”

Chapter 8: Assessment and Diversity

“…Findings from studies of classroom portfolio implementation (Au, in press;Dewitz, Carr, Palm, & Spencer, 1992;Flood, Lapp, & Monken, 1992;Johnston, Guice, Baker, Malone, & Michelson, 1993;Valencia & Place, in press) suggest that teachers' use of portfolios depends on the type of instruction they customarily use, the fit between portfolios and their teaching paradigm, and who initiates the use of portfolios. Calfee and Perfumo's (1993) survey of best-case portfolio practices in the language arts indicated that these practices tend to take place in schools in which school-based decision making is valued, teachers ascribe to a whole language philosophy, and cooperative learning is well established.…”