Beliefs, Practices, and Reflection: Exploring a Science Teacher’s Classroom Assessment Through the Assessment Triangle Model

Lyon, Edward G.

doi:10.1007/s10972-011-9241-4

Cited by 33 publications

(31 citation statements)

References 32 publications

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“…The results of the study indicated that teaching load and educational assessment training may play a critical role in teachers' attitudes, competence, knowledge, and practices in educational assessment. These results were in agreement with Lyon's (2011) study who found that teaching load and other school responsibilities could cause conflicts between teachers' assessment beliefs and practices. As suggested by Quilter and Gallini (2000), it might be argued that when teachers are inundated with demands from school administrators and educational supervisors to do various activities in the classroom and school beside their teaching activities, it is unlikely that they will invest the time and effort necessary for performing other aspects of the educational assessment process.…”

Section: Discussionsupporting

confidence: 92%

“…The educational assessment profile varied as a function of the selected demographic and background variables. These results add support to the existing literature on classroom assessment (e.g., Alkharusi 2011aAlkharusi , 2011bAlkharusi , 2011cAlkharusi et al, 2011;Alkharusi et al, 2012;Arce-Ferrer et al, 2001;Alsarimi, 2000;DeLuca & Klinger, 2010;Lyon, 2011;Mertler, 2003;Mertler & Campbell, 2005;Ogan-Bekiroglu, 2009;Plake & Impara, 1992;Zhang & Burry-Stock, 2003).…”

Section: Discussionsupporting

confidence: 85%

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Educational Assessment Profile of Teachers in the Sultanate of Oman

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2014

IES

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This study builds on a previous pilot study conducted by Alkharusi, Aldhafri, Alnabhani, and Alkalbani (2012) to explore educational assessment attitudes, competence, knowledge, and practices of in-service teachers in the Sultanate of Oman. The present study extends the previous pilot study by surveying a larger sample of in-serivce teachers teaching grades 5 to 12 in all educational governorates in the Sultanate of Oman as opposed to 165 in-service teachers teaching grades 5 to 10 in one educational governorate. Specifically, the study aimed at developing a profile of educational assessment attitudes, competence, knowledge, and practices for teachers in the Sultanate of Oman. The profile was developed as a function of teachers' gender, nationality, educational governorate, teaching grade, qualification, teaching subject, pre-service assessment training, in-service assessment training, teaching load, and teaching experience. The study employed a descriptive survey research design. Participants were 3557 in-service teachers teaching various subject areas in grades 5 to 12 randomly selected from all educational governorates in the Sultanate of Oman. Confirming Alkharusi et al. (2012) study, findings of the current study showed that the teachers tended to have a positive attitude towards educational assessment. Despite their perception as being competent in educational assessment, they demonstrated a low level of the educational assessment knowledge. Further, the teachers indicated using different classroom assessments mainly for grading and increasing students' desire for learning. Teaching load and teaching experience explained some of the differences in the teachers' educational assessment profile. Also, the educational assessment profile varied as a function of the selected demographic and background variables. The findings pointed to a conclusion that professional educational assessment programs for teachers should be continued and tailored to the needs and nature of the teachers' classroom realities. Future research is needed to judge the validity of the teachers' self-report surveys concerning educational assessment.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 85%

Educational Assessment Profile of Teachers in the Sultanate of Oman

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2014

IES

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“…Teaching load and teaching experience accounted for some of the variations in teachers' educational assessment practices. These results were consistent with the results from earlier research by Alkharusi (2011aAlkharusi ( , 2011bAlkharusi ( , 2011c, Alkharusi et al (2011), Lyon (2011), Mertler (2003, Mertler and Campbell (2005), Ogan-Bekiroglu (2009), Plake and Impara (1992), Zhang and Burry-Stock (2005) that have repeatedly documented a concern about teachers' educational assessment knowledge and practices.…”

Section: Discussionsupporting

confidence: 91%

Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2012

JEL

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Educational assessment can be a powerful tool in enhancing classroom instruction and student performance. Yet, its effectiveness relies on the beliefs and knowledge of those who apply it on a daily classroom basis. This study explored attitudes, competence, knowledge, and practices of teachers about educational assessment. Participants were 165 in-service teachers teaching various subject areas in grades 5 to 10 randomly selected from Muscat educational governorate in the Sultanate of Oman. The study employed a descriptive survey research design. Results revealed that although teachers held a favorable attitude towards and perceived themselves as being competent in educational assessment, they demonstrated a low level of knowledge in educational assessment. Teachers used a variety of assessments in the classroom primarily for assigning grades and motivating students to learn, with some variations by gender, grade level, and subject area. Teaching load and teaching experience accounted for some of the variations in teachers' educational assessment practices. Implications for professional development of teachers in educational assessment as well as recommendations for future research were discussed.

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“…However, their professional knowledge levels were not high. Through the conflict between the teachers in Community 1 and their reflection on their practice, they assessed their own beliefs (Lyon, 2011) and began to see their activities from a different point of view (Mitchell, 2015). This means that they were not passive participants, and that they acted as researchers by actively participating in a CoP (Erickson et al, 2005;Flint et al, 2011;Mitchell, 2015).…”

Section: Type I: Challenge Practicementioning

confidence: 99%

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2017

Eurasia J. Math. Sci. Tech. Ed

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This study examined the interactions of teachers with different professional development (PD) backgrounds in communities of practice (CoPs) formed for student assessment in a South Korean middle school. We analyzed the teachers' collaborative and reflective processes regarding the development, implementation, and feedback processes for student assessment in two CoPs that each consisted of two middle school science teachers. Two different types of CoP were identified: a routine practice CoP and a challenge practice CoP. The routine practice CoP displayed weak interaction between teachers and poor PD, while the challenge practice CoP displayed stronger interaction between teachers and better PD. These two types of CoP were determined by the mutual respect between the teachers. The results of this study can contribute to the development of teacher PD based on its implications for forming teacher CoPs that induce the active participation of members and the formation of mutually respectful relationships among them.

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Beliefs, Practices, and Reflection: Exploring a Science Teacher’s Classroom Assessment Through the Assessment Triangle Model

Cited by 33 publications

References 32 publications

Educational Assessment Profile of Teachers in the Sultanate of Oman

Educational Assessment Profile of Teachers in the Sultanate of Oman

Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman

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