Linking literacy teaching with assessment: a continuing professional development initiative for secondary schools

Fisher, Douglas; Lapp, Diane; Flood, James; Moore, Kelly

doi:10.1111/j.1467-9345.2006.00439.x

Cited by 7 publications

(2 citation statements)

References 7 publications

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“…According to various studies done in assessment practices, inconsistencies have been discovered in the findings on the factors influencing university academic staff's assessment practices (Boud & Associates, 2010;Zhang & Burry-Stock, 2003;Eckert et al, 2006;O'Grady, 2006;Bloxham & Boyd, 2007;Fisher et al, 2006;Popham, 2009). Assessment practices inconsistencies among academic staff in universities have been linked to students' increased failure, poor academic accountability, and divergences in grades among students (Bloxham & Boyd, 2007;Gibbs, 2006;Ebersole, 2009;Benjamin & Klein, 2006;Haken, 2006).…”

Section: The Present Studymentioning

confidence: 99%

Assessment Practices in the Developing World: Predictors of Assessment Practices in Ugandan Institutions of Higher Learning

Matovu

Zubairi

2015

IJES

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This study analysed the predictors of assessment practices employed by faculty at selected institutions in Uganda. An Assessment Practices Inventory Modified (APIM) scale was distributed to a sample of 350 academic staff selected from both private and public universities in Uganda. Random sampling was used to select the participants for this study. MANOVA and multiple regression analysis were employed for data analysis. Differences were revealed in faculty assessment practices according to their academic levels and specialisations, and not in the type of universities. Differences in academic levels cut across all the assessment practices sub-scales (design, administration, interpretation, and application) while in specialisations differences were only in assessment interpretation. It was also found out that academic levels and formal assessment course undertaken are the only significant predictors of the academic staff’s assessment practices among the many hypothesised predictors (type of universities, specialisations, academic levels, class size, and assessment course). Generally, from the descriptive results of this study it has been noted that academic staff in Ugandan universities lack appropriate assessment skills in assessing their students. This has led to a recommendation that formal assessment training programmes should be made mandatory to all academic staff in universities in Uganda in order to improve their assessment skills to ensure quality in the way they assess students.Keywords: Assessment practice, higher education, Uganda Abstrak: Kajian ini menganalisis peramal bagi amalan penilaian yang digunakan oleh pihak fakulti di institusi-institusi terpilih di Uganda. Skala inventori amalan penilaian semakan (Assessment Practices Inventory Modified APIM) telah diedarkan kepada sampel yang terdiri daripada 350 orang kakitangan akademik yang dipilih dari Universiti awam dan swasta di Uganda. Persampelan rawak digunakan untuk memilih peserta kajian ini. MANOVA dan analisis regresi berganda digunakan untuk menganalisis data. Terdapat perbezaan dalam amalan penilaian fakulti mengikut tahap akademik dan pengkhususan mereka, dan bukan jenis universiti. Perbezaan tahap akademik merentasi semua penilaian amalan sub skala (rekabentuk, pentadbiran, interpretasi dan aplikasi) sementara bagi pengkhususan perbezaan itu hanya untuk tafsiran penilaian. Kajian juga mendapati bahawa hanya tahap akademik dan kursus formal penilaian yang dijalankan menjadi peramal amalan penilaian kakitangan akademik di kalangan banyak peramal yang dihipotesiskan (jenis universiti, pengkhususan, tahap akademik, saiz kelas, dan penilaian kursus). Secara umumnya, keputusan kajian deskriptif menunjukkan bahawa staf akademik di Universiti Uganda kekurangan kemahiran penilaian yang sesuai bagi menilai pelajar mereka. Ini telah melahirkan cadangan bahawa program latihan formal penilaian hendaklah diwajibkan untuk semua staf akademik di universiti-universiti di Uganda bagi meningkatkan kemahiran penilaian untuk memastikan cara mereka menilai pelajar berkualiti.

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Section: The Present Studymentioning

confidence: 99%

Assessment Practices in the Developing World: Predictors of Assessment Practices in Ugandan Institutions of Higher Learning

Matovu

Zubairi

2015

IJES

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“…They found that the provision of active learning opportunities in TPD made teachers' use of new classroom practices increase. Fisher, Lapp, Flood, and Moore (2006) 21 described a CPD initiative that guided teachers' instruction by linking teaching and assessment. After this CPD, teachers improved their knowledge, skills, and dispositions, and they were able to apply what they learned from the CPD to improve their students' learning.…”

Section: B Cpd Evaluationsmentioning

confidence: 99%

Effects of Continuous Teacher Professional Development in Engineering on Elementary Teachers

Yoon¹,

Kong²,

Diefes‐Dux³

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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She received her Ph.D. and M.S.Ed.in Educational Psychology with the specialties in Gifted Education and Research Methods & Measurement, respectively, from Purdue University. Her work centers on the development and validation of instruments, particularly useful for P-16 STEM education settings (e.g., the Revised PSVT:R, the Teaching Engineering Self-efficacy Scale [TESS], the extended Student Attitudinal Success Inventory [e-SASI]), the evaluation of engineering teacher professional development programs, and the investigation of P-16 students' spatial ability to understand its association with their academic performance and talent development in STEM fields.

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Implementation of assessment reform: insights from minority language provision

MacQuarrie

Lyon

Dawson

2021

Language and Education

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Linking literacy teaching with assessment: a continuing professional development initiative for secondary schools

Cited by 7 publications

References 7 publications

Assessment Practices in the Developing World: Predictors of Assessment Practices in Ugandan Institutions of Higher Learning

Assessment Practices in the Developing World: Predictors of Assessment Practices in Ugandan Institutions of Higher Learning

Effects of Continuous Teacher Professional Development in Engineering on Elementary Teachers

Implementation of assessment reform: insights from minority language provision

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