Exploring assessment across cultures: Teachers’ approaches to assessment in the U.S., China, and Canada

DeLuca, Christopher; Rickey, Nathan; Coombs, Andrew

doi:10.1080/2331186x.2021.1921903

Cited by 19 publications

(20 citation statements)

References 76 publications

(121 reference statements)

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“…In this study we observed PPL grow as an assessor over the course of a semester as she drew upon her assessment knowledge and the collective assessment literacy of a community of practice. This observation supports the suggestions by Looney et al (2018) andDeLuca et al (2021), that instructors' beliefs and their cultural context are important elements of teacher assessor identity. PPL engaged in the biochemistry CoP, which was specifically developed to build pedagogical support for threshold concepts, including PBI.…”

Section: Discussionsupporting

confidence: 90%

“…By extension, to create relevant professional development opportunities, it is important to examine the assessment assets that instructors bring and enact in their teaching practice in order to create relevant professional development opportunities. Instructor assets include analytical skills, content knowledge, socio-cultural knowledge, and experiences (Mansour, 2009;Harper, 2010;Samuelson and Litzler, 2016;Cowie and Trevethan, 2021;Abell and Sevian, 2021;DeLuca et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Assessor in action: assessment literacy development in a biochemistry context

Feola

Lemons

Loertscher

et al. 2023

Chem. Educ. Res. Pract.

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Instructors make assessment decisions based on their knowledge and experiences. Assessment practice is an essential element of instruction, and the outcomes of assessments have a broad impact on both students and instructors. Efforts to provide strengths-focused, relevant professional development support regarding assessment are enhanced by greater understanding of the complex nature of assessment practices. In this study, the Teacher Assessment Literacy in Practice (TALiP) framework was used to guide our investigation of one biochemistry instructor's assessment literacy, relevant to her integration of a biochemistry threshold concept, the physical basis of interactions (PBI), into her course. Qualitative framework analysis was used to examine classroom artifacts and interview data to reveal that community support and self-reflection influenced the instructor's enactment of specific assessments aligned with her instructional goals. Additionally, the instructor was seen to leverage assets to develop her assessment literacy within a single semester.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Assessor in action: assessment literacy development in a biochemistry context

Feola

Lemons

Loertscher

et al. 2023

Chem. Educ. Res. Pract.

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“…How he conducted formative assessment indicated that he carried out classroom assessment irrelevantly with his understanding. Ideally, he implemented classroom assessments inline with their understanding [24]- [26].…”

Section: Discussionmentioning

confidence: 99%

Alignment of English as a foreign language teachers’ understanding of classroom assessment practices

Widiastuti,

Weir,

Sukoco

et al. 2023

IJERE

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<span lang="EN-US">A comprehensive understanding of classroom assessment is essential for improving students’ learning and teachers’ professionalism. This study was conducted to gain better information about teachers’ understanding of classroom assessment compared to their classroom practices. Semi-structured interviews and classroom observations were employed to collect the data. The collected data were then analyzed comprehensively using comparative and argumentative methods. The results were then presented descriptively to establish the findings. The findings showed that some teachers’ classroom assessment practices were consistent with their assessment understanding, while others were inconsistent. The findings suggest that different contextual factors may influence teachers’ classroom practices. Furthermore, English as a foreign language (EFL) teachers need to be re-trained on comprehending the influencing contextual factors to utilize their understanding of assessment in the classroom effectively.</span>

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“…Teaching, learning, and assessment are the three interwoven components of a teaching and learning process (DeLuca et al, 2021;Wiliam, 2011). Educators undertake assessment to continuously examine the process, progress, and development of students' learning outcomes (Tharwat, 2018).…”

Section: Introductionmentioning

confidence: 99%

Investigating Students' Views on Assessment Models in EFL Classroom

Hasan¹,

Habibie²

2022

JELTIS

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Investigating Students' Views on Assessment Models in EFL Classroom. One of theimportant elements in the learning context is assessment. This study aimed atexploring the assessment model of teachers used in the teaching and learningprocess in the classroom. The model of assessment measured through students?perception was collected from questionnaire. The survey questionnaire formconsisted of five main components to study students? perception on teachers? stepsin building assessment model. Those are planning of assessment model, presentationof assessment model, various of assessment model in classroom, traditionalassessment model, e-assessment model and disclosure of evaluation results. Basedon the findings of this study, the test model based on students' perceptions eliciteda positive response from English teachers using the model in the classroom.However, it should be noted that the planning for the use of the test model must besubmitted prior to the implementation of the test and comprehensive so thatstudents can prepare themselves adequately for the exam. Furthermore, so thatlearning objectives can be achieved ideally, the use of the test model must also payattention to the level of difficulty and ease of each question item.Keywords: Students? Perception, Assessment Model, EFL Classroom

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Exploring assessment across cultures: Teachers’ approaches to assessment in the U.S., China, and Canada

Cited by 19 publications

References 76 publications

Assessor in action: assessment literacy development in a biochemistry context

Assessor in action: assessment literacy development in a biochemistry context

Alignment of English as a foreign language teachers’ understanding of classroom assessment practices

Investigating Students' Views on Assessment Models in EFL Classroom

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