Teachers’ approaches to classroom assessment: a large-scale survey

Abstract

Classroom assessment has become a cornerstone of today's standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability in teachers' approaches to assessment. The primary purpose of this research was to use a new instrument predicated on recently published classroom assessment standards-the Approaches to Classroom Assessment Inventory-to measure teachers' (a) approaches to assessment, (b) perceived skill in current assessment tasks and responsibilities, and (c) professional learning preferences and priorities.

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

“…One of the essential purposes of assessment as learning is that students should become the protagonists of their learning (Coombs et al 2018;DeLuca et al 2016). This means tutors must assume more of a role as facilitator.…”

Assessment <i>for</i> Learning: Conceptualisation and Implementation among High School Teachers in Saudi Arabia

“…Even though the "range of assessment practices in schools today spans from traditional test-based behaviouristic approaches to contemporary socio-constructivist assessment practices" ( [19], p. 4), teachers' assessment practices remain relatively limited. For instance, Cheah [20] studied Malaysian teachers' assessment practices and concluded that their skills and knowledge were relatively poor.…”

“…One factor that may contribute to poor assessment practices by the teachers is their experiences of assessment when they were students or at the beginning of their teaching career [19]. That is, some teachers may value and implement out dated assessment approaches because they believe that it gives them valid results and can provide a strong evidence of the extent of student learning [23,24].…”

“…Teacher feedback is one of the most common strategies used by teachers in applying the principles of AfL. Jones [27] defined teacher feedback as "providing information to an individual which focuses on their performance or behavior" (p. 19). Thus, scholars and researchers have deeply examined the effects of teacher feedback in the education context.…”

“…For instance, T1 understands the significance of sharing the lesson goals with students but is implementing the same procedure as his own teacher did 20 years ago. These contradictions are explained by DeLuca et al [19] mentioned that most assessment strategies used by teachers are based on their experience as students, and that this may help to explain the low level of practices.…”