Changes in instructors' assessment thinking related to experimentation with new strategies

Abstract

Formative assessment has been recognised as a critical element in teaching for conceptual development. A case study research design was employed to: (1) characterise the assessment thinking of three science instructors at a researchbased university; and (2) examine the complex relationship between instructor thinking and practice by encouraging experimentation with alternative assessment strategies. Interviews, reflective journals, field notes and course documents were the data sources used to create a single case study that documented the development of these university instructors' assessment thinking during their experimentation with formative assessment strategies. Throughout two semesters of experimentation, the instructors' assessment thinking became more sophisticated; they grew to view the purpose of assessment less as a summative activity used for the assignment of marks and more as a tool for diagnosing student learning. However, more sophisticated thinking was not associated with revisions in teaching practice based on formative assessment data. Further investigations are needed to more completely understand the nature of assessment thinking and how assessment thinking influences assessment practices. Implications for professional development of university-level science instructors include personalised experiences through which instructors can become active participants in gathering evidence of student learning that promotes growth in assessment thinking.

Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff

“…Some studies have confirmed that thinking drives approaches to teaching (Trigwell and Prosser 1996) and to assessment (Samuelowicz and Bain 2002), whilst others argue that practice helps shape conceptions, also with respect to teaching (Eley 2006) as well as assessment (Offerdahl and Tomanek 2011). The particular approach taken in the current research helps to illuminate the 'constructedness' of understandings of assessment, their intricate connection to practice and the multi-directionality of the relationship.…”

“…However, little is known about the exact nature of what was termed 'alternative practices' and details of the ways in which practices were affected by variations in conceptions. Offerdahl and Tomanek's (2011) longitudinal study paints a more complex picture of the relationship between thinking and practice in relation to assessment. They report that thinking about assessment became more sophisticated through practical experimentation with formative assessment strategies, but such revised thinking did not necessarily lead to changes in subsequent practice.…”

“…This also applies to the assessment specific studies reviewed above. For instance, Samuelowicz and Bain's (2002) study focuses on 'orientations to assessment practice', Postareff et al (2012) examine 'conceptions of assessment ', and Offerdahl and Tomanek (2011) talk about 'assessment thinking'. In the present study we refer to understanding of or thinking about assessment, deliberately using broad and generic terms.…”

The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments: an illustrative example

“…Calls for research exploring the holistic interaction (and effects) among learners and the learning environment afforded by TEFA remain unanswered (Kay & LeSage, 2009). Second, the validity and reliability of many studies have been limited in their measurement of only students' perceptions of engagement and learning by the use of only one or two quantitative items (Offerdahl & Tomanek, 2011) and because they rely on anecdotal data which draws strong criticism (Ha & Finkelstein, 2013). A more rigorous approach is necessary to capture educational benefits and challenges reflective of all involved in TEFA.…”

Assessment Might Dictate the Curriculum, but What Dictates Assessment?

“…His work described teachers' emphasis on the local immediate context rather than accessing "higher level conceptions of prac-tice. Similarly, recent case studies in assessment 'thinking' in higher education indicated that, although university teachers could learn more sophisticated thinking about assessment, this may not lead to changed assessment practices" (Offerdahl & Tomanek, 2011).…”