Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

Abstract

This study used qualitative interviewing with teachers at three high schools to answer research questions about teachers' assessment knowledge, school-specific assessment cultures, and teachers' perceptions of the assessment literacy of other key stakeholders. Data analysis revealed shared knowledge and practices across schools-use of formative assessment to guide instructional decision making; reliance on collaborative processes as the basis for cultivating school-wide assessment practices; and the belief among teachers that students, parents, and school administrators often hold naive views about the relative primacy of summative over formative assessment. Data analysis also identified distinctive features of the assessment culture at each of the schools.To use assessment in ways that contribute to student learning, teachers need to be knowledgeable about a variety of assessment strategies and select those they believe to be most effective (e.g.,

Teaching to Assess: An Evaluation of Assessment Education for Secondary Teacher Candidates

“…The more favorable attitude toward assessment shown by inservice teachers is interesting and somewhat contradictory to the findings of Quilter and Gallini (2000) and Howley et al (2013) discussed earlier which found that teachers did not always have a positive view of assessment practices and formative practices in particular.…”

“…It is very common for studies to display the low levels of assessment literacy among preservice and inservice teachers, but it is not as common for them to dig into the specifics of where and why assessment literacy is low (Howley, Howley, Henning, Gillam, & Weade, 2013).…”

“…Practicing teachers are expected to embed assessment into their teaching process and they are often evaluated based on their ability to do this. Howley et al (2013) discussed how most literature focuses on "teachers' assessment knowledge and practices in an effort to gauge how far removed they are from what assessment experts prescribe" (p. 27). It is very rare that literature will describe teachers as being fully assessment literate.…”

“…Continuing the conversation on the culture of assessment, Howley, et al (2013) interviewed teachers from three different high schools to better understand how they use assessment and the state of assessment culture within their schools. They found that the school environments and requirements affected teacher perceptions of assessment.…”

“…Adding to this negative attitude, Howley et al (2013) highlighted teachers' beliefs that administrators, parents, and students are not assessment literate, which causes problems for the teachers. These groups usually put much more weight on the ideas of summative assessment and do not value formative assessments in the way that experts say they should.…”