Developing Measurement Theory for Classroom Assessment Purposes and Uses

Abstract

In many fields of inquiry, the need for new theoretical devefopments is often best seen in areas of strain, and strain is apparent in several areas in which the conventions of measurement theory d o not quite "fit" classroom assessment. Three areas of strain are analyzed in order to suggest how theoretical development might focus directly on information quality in the classroom assessment context. This article describes the context dependence of classroom assessment, its inextricable relationship with instruction, and its simultaneous formative and summative functions. Thus a case is made for new theoretical developments in the area of measurement in the classroom.

Unpacking instructional alignment: The influence of teachers’ use of assessment data on instruction

“…The assessment literature references the formative and summative uses of classroom assessments and the multiple purposes that single classroom assessment can serve (Bennett, 2011;Brookhart, 2003;Hoover & Abrams, 2013). The study findings extend this idea to suggest that the different types of assessments are used in combination to meet teachers' varied information needs as they prepare students for annual state assessments.…”

Assessment in Mathematics Education

“…Classroom assessment usually uses a range of teacher-selected or teacher-made assessments that are most effective when closely aligned with what and how the students have been learning (Baird et al 2014). Current perspectives in classroom assessment encourage the use of a range of assessment strategies, tools, and formats, providing multiple opportunities for students to demonstrate their learning, making strong use of formative feedback on a timely and regular basis, and including students in the assessment process (e.g., Brookhart 2003;Klenowski 2009; National Council of Teachers of Mathematics [NCTM] 2014).…”

Development of Classroom Assessment Environment Scale (CAES): Validity and Reliability Study

“…Öğretim programında temele alınan ölçme-değerlendirme yaklaşımları gibi değerlendirme politikalarına ilişkin özellikler öğretmenlerin ölçme-değerlendirme tercihleri üzerinde belirleyici bir rol oynamaktadır. Buna göre, Stiggins ve Conklin'in (1992) sınıf değerlendirme atmosferini kavramsallaştırırken, öğrencilerin algılarından çok öğretmenlerin değerlendirme uygulamalarını dikkate aldığı söylenebilir (Brookhart, 2003;Brookhart ve Durkin, 2003). Stiggins ve Conklin'in (1992) ardından Brookhart (1997), motivasyona ilişkin sosyal bilişsel teoriler ve değerlendirme çevresi ile ilgili literatürü sentezleyerek sınıf değerlendirme atmosferini yeniden tanımlamıştır (Alkharusi, 2013).…”