Reliability in Classroom Assessment

Parkes, Jay

doi:10.4135/9781452218649.n7

Cited by 13 publications

(10 citation statements)

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“…In the hands of the teachers, they decide when and how to assess and what to do with the assessment results they obtained by providing students with a carefully selected set of problems. Contrary to the past, when there were often concerns about the reliability of teachers' judgements of students' performances (Parkes 2013), the role of the teacher now includes gaining insights into their students' progress. Such a roll is seen as crucial for adapting their teaching to students' needs (Harlen 2007).…”

Section: Introductionmentioning

confidence: 99%

Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement

Veldhuis

Heuvel–Panhuizen

2019

Math Ed Res J

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In a three-phase study, with a total of 40 third-grade teachers and their 830 students, teachers were supported to use classroom assessment techniques (CATs) to reveal their students' knowledge of number operations. In phase I, four teachers and 66 third-grade students participated in five monthly workshops in which CATs were co-designed and their use was discussed. In phase II, the first phase was replicated with four workshops with six different teachers and 148 third-grade students. In these two exploratory phases, we evaluated student achievement on a standardized national mathematics test in a pre-/posttest design and compared changes herein to changes in the national norm sample. In phase III, a control condition was added to the design to experimentally investigate the effect on student achievement with 30 teachers and 616 third-grade students. Teachers were randomly assigned to participate in 0, 1, 2, or 3 1-hour workshops. In all three phases, we found a significant increase in students' mathematics achievement scores on the standardized mathematics test. In phase III, the increase was significantly larger in the classes of teachers participating in three workshops than in classes with less workshops. Additionally, results from the analysis of classroom observations, feedback forms, and interviews indicate that teachers could easily integrate the CATs into their practice and could gather valuable information on their students. The results from the different phases of this study combined indicate that supporting teachers in their development and use of classroom assessment in mathematics may contribute to the improvement of students' mathematics achievement.

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Section: Introductionmentioning

confidence: 99%

Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement

Veldhuis

Heuvel–Panhuizen

2019

Math Ed Res J

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“…The measures also needed to be feasibly administered by assessors from various backgrounds-including teaching assistants, paraprofessionals, and volunteers (Parkes, 2013). As a result, administration procedures needed to be simple, unambiguous, and standardized.…”

Section: Context and Considerationsmentioning

confidence: 99%

Development and Technical Adequacy of Instructionally Relevant Vocabulary Measures for Young Students

Parker¹,

Stewart

Thomson³

et al. 2020

Assessment for Effective Intervention

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Vocabulary skills are important for overall reading competence, but vocabulary assessment approaches that inform instructional decision-making and are sensitive to improvement are limited. This article describes a process for developing vocabulary measures designed to facilitate data-driven decision-making for kindergarten and first-grade students who are at risk in vocabulary. A pilot study suggested the measures could be administered and scored with fidelity, and also produced promising data for indices of reliability, criterion-related validity, and sensitivity to growth, particularly for a rating-based scoring metric. Implications and considerations for developing instructionally relevant vocabulary measures are discussed.

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“…Awareness has arisen that assessment should not only serve summative purposes for ranking and selecting students but should place more emphasis on formative purposes for informing teachers' instruction and improving students' learning (Black & Wiliam, 1998). Also, contrary to the low reliability that, in the past, was attributed to teachers' judgements of students' performance (Parkes, 2013), nowadays, teachers' crucial role in their assessment of students has been highly valued (Cizek, 2010). Formative assessment activities in the hands of teachers are referred to as classroom assessment (e.g., De Lange, 1999).…”

Section: Classroom Assessment In Mathematics Educationmentioning

confidence: 99%

Assessment in the Hands of Primary School Mathematics Teachers: Four studies in China

2019

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In this paper, we describe four studies that have been done in the project Improving Classroom Assessment in China (ICA-C). The project was a sequel to the ICA project in the Netherlands. To shed light on the current situation of Chinese primary school mathematics teachers' perception and practice of classroom assessment, we first did a review study based on teacher-written papers addressing classroom assessment. Then a large-scale questionnaire survey was conducted by means of which we could identify different assessment profiles of teachers. With the gained knowledge, two other studies were set up to explore the possibility for improving Chinese primary school mathematics teachers' assessment activities, with a particular focus on using classroom assessment techniques in the domain of division and multiplication.

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Reliability in Classroom Assessment

Cited by 13 publications

References 0 publications

Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement

Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement

Development and Technical Adequacy of Instructionally Relevant Vocabulary Measures for Young Students

Assessment in the Hands of Primary School Mathematics Teachers: Four studies in China

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