Navigating the complex cognitive task of classroom assessment

The Need for Instrument Development to Measure Teachers' Efficacy in Implementing Classroom Assessment

“…Assessment is a process performed by teachers to obtain information to conclude students' learning development decisions. Teachers can use information obtained through the assessment to plan further learning according to students' needs (Brookhart, 2003;Fives & Barnes, 2020). Besides, the assessment results are also essential to determine the effectiveness of teachers' teaching.…”

“…Most researchers conceptualize classroom assessment as a process implemented by teachers to collect, synthesize, interpret, and use it to make decisions related to students' learning performance and teachers' teaching performance (Brookhart, 1997;Fives & Barnes, 2020;Russell & Airasian, 2012). The information obtained during the classroom assessment process is crucial to help teachers improve students' learning mastery.…”

“…Classroom assessment is the most effective type of measurement in influencing students' learning and motivation (Fives & Barnes, 2020;McMillan, 2018). Therefore, teachers need to have motivation and ability in implementing classroom assessment (Bruun & Evans, 2020).…”

English Language Teachers’ Perceived Classroom Assessment Knowledge and Practice: Developing and Validating a Scale

“…In line with the educational shift in the conceptualization of assessment, it has been contended that teachers need to gain competency in utilizing a variety of methods in assessing students' learning, irrespective of whether the assessment is employed to support learning through provision of feedback (Lee, 2017), or it is used to measure learning outcomes (Campbell, 2013). Despite repeated calls for teachers' capitalization on various assessment methods and skills (e.g., Taylor, 2013), research has generally shown that teachers lack adequate assessment proficiency-or what has come to be known as assessment literacy-to take advantage of and inform their instructional practice Fives & Barnes, 2020;Popham, 2009). In one of the early attempts to introduce the concept of assessment literacy, Stiggins (1995) defined it as teachers' understanding of "the difference between sound and unsound assessment" (p. 240).…”

Las prácticas evaluativas del profesorado de francés como lengua extranjera en secundaria

“…La evaluación es un tema que siempre ha generado interés entre las personas investigadoras, ya que tiene un papel esencial en el proceso de enseñanza-aprendizaje. En efecto, la evaluación permite al profesorado realizar ajustes a su proceso de enseñanza, ofrece información a las instituciones educativas para tomar decisiones con respecto a los programas de estudio, aporta información a los padres de familia sobre el progreso de sus hijos, permite justificar la decisión del profesorado, presenta información sobre el aprendizaje llevado a cabo por el estudiantado y le muestra también aquello que debe mejorar (Acar-Erdol & Yildizh, 2018;Amua-Sekyi, 2016;Durand & Chouinard, 2012;Fives & Barnes, 2020;Osman, 2021;Yahaya et al, 2020). Actualmente, existe un gran mosaico de prácticas evaluativas en el sistema educativo, sobre todo en la enseñanza superior, por la diversidad de mi-siones y funciones de cada disciplina (Blais et al, 1997;Gilles et al, 2014;Romainville, 2006).…”