Measuring Classroom Assessment Practices

Randel, Bruce; Clark, Tedra F.

doi:10.4135/9781452218649.n9

Cited by 5 publications

(6 citation statements)

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“…These results align with the results of previous studies in which researchers such as examined the relationships between perceptions of the assessment tasks and self-efficacy. Our results also add support to evidence of the importance of teachers' communicating routinely and regularly with students about the students' achievement and areas for improvement (Brookhart, 2013a;Randel & Clark, 2013). Further, educational assessment experts have stressed the importance of considering achievement as the primary factor in grading (Brookhart, 2013b;Stiggins et al, 1989), on the grounds that nonachievement factors, such as effort and ability, are personal characteristics that cannot be measured objectively, However, our findings in this study have demonstrated that it may be reasonable to take into account nonachievement factors, such as effort and ability, in grading, because these factors may have a role of some value in developing the level of academic achievement of the student.…”

Section: Discussionsupporting

confidence: 78%

Classroom Assessment: Teacher Practices, Student Perceptions, and Academic Self-Efficacy Beliefs

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2014

soc behav pers

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We examined the effects of teachers' classroom assessment practices and students' perceptions of assessment tasks on students' academic self-efficacy beliefs as 1 dimension of student academic motivation. Participants (N = 1,457) were students sourced from 99 classrooms of public secondary schools in Oman. Results of multilevel analysis showed that student academic self-efficacy beliefs were significantly and positively influenced by students' perceptions of the assessment tasks. Specifically, congruence with planned learning, authenticity, transparency, and diversity all had significant positive influences on self-efficacy beliefs, as did frequent communication by the teacher about the assessment with students and teachers' frequent use of nonachievement grading factors. Implications are discussed for classroom practices and research related to classroom assessment.Keywords: classroom assessment practices, student perceptions, educational assessment, academic self-efficacy.Classroom assessment, that is, the process of obtaining information about students' performance on assessment tasks, is one of the main responsibilities of teachers. Teachers use a range of assessment methods and tools to determine how well students are achieving the intended learning outcomes (Gronlund, 2006). In numerous literature reviews scholars have asserted the power of classroom SOCIAL

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Section: Discussionsupporting

confidence: 78%

Classroom Assessment: Teacher Practices, Student Perceptions, and Academic Self-Efficacy Beliefs

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2014

soc behav pers

View full text Add to dashboard Cite

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“…Surge, entonces, la importancia de un proceso exhaustivo de selección y capacitación, analizando en profundidad las representaciones mentales de los correctores, sus procesos cognitivos y su adecuada comprensión de las dimensiones evaluativas de la rúbrica (García, Torres & Leyton, 2013). En el presente contexto parece especialmente importante incluir en el proceso de selección evidencia de la experticia de los correctores respecto de las PEAA, ya que se ha visto que esta es fundamental para el proceso de evaluación y asignación de un puntaje a través del uso de rúbricas de evaluación (Randel & Clark, 2013).…”

Section: Validación Preliminar Del Portafolio Ema Como Herramienta Counclassified

“…A pesar de esto, muchos profesores reportan no sentirse bien preparados para esta tarea (Campbell, 2013;Montecinos, Rittershaussen, Solís, Contreras & Contreras, 2010). Además, la investigación ha mostrado que el auto-reporte de los docentes respecto de sus prácticas evaluativas no correlaciona con la evaluación de estas prácticas en base de la evidencia empírica directa, recolectada en un portafolio (Randel & Clark, 2013;Romo, Treviño & Villalobos, 2014).…”

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“…Para evaluar las PEAA se pueden utilizar distintos instrumentos, incluyendo observaciones, entrevistas, cuestionarios y pruebas de contenido (Randel & Clark, 2013). Sin embargo, en la literatura internacional se considera el portafolio como el más adecuado (Martínez, Borko, Stecher, Luskin & Kloser, 2012;Randel & Clark, 2013).…”

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“…Sin embargo, en la literatura internacional se considera el portafolio como el más adecuado (Martínez, Borko, Stecher, Luskin & Kloser, 2012;Randel & Clark, 2013). Esta herramienta permite acceder a información relevante del proceso de evaluación, como son las planificaciones de las evaluaciones, la intencionalidad evaluativa, los materiales de evaluación diagnóstica, formativa y sumativa y las reflexiones y decisiones instruccionales (Tucker, Stronge, Gareis & Beers, 2003).…”

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