The contradiction between teachers' instructional goals and their assessment practices in high school biology courses

Bol, Linda; Strage, Amy

doi:10.1002/(sici)1098-237x(199604)80:2<145::aid-sce2>3.0.co;2-g

Cited by 65 publications

(42 citation statements)

References 18 publications

(20 reference statements)

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“…There is a growing body of research underlying the importance of understanding views of assessment among faculty and students because of their impact on learning and the outcomes of learning (Bol and Strage 1996;Hattie and Timperley 2007;Knight 2002;Struyven et al 2005). Student perceptions that assessment can be unfair and ignored in decision-making could reflect a lack of trust that has the potential to undermine student performance in educational programs and make it less likely that students will use assessment feedback to inform their future learning activities.…”

Section: Implications For Assessment Policy and Practicesmentioning

confidence: 99%

Faculty and Students Conceptions of Assessment in Higher Education

et al. 2011

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Assessment in higher education serves multiple purposes such as providing information about student learning, student progress, teaching quality, and program and institutional accountability. Yet, little is known about faculty and students' attitudes regarding different aspects of assessment that have wide-ranging implications for policy and practice in tertiary institutions. To investigate these views, parallel surveys of conceptions of assessment were administered to faculty and undergraduate students across four tertiary institutions including universities, an indigenous tertiary institution, and an institute of technology. A mean and covariance structures approach was used to test for measurement invariance and latent means differences between faculty and students regarding their conceptions of assessment. Results revealed differences in the latent means across the two groups. Faculty were likely to view assessment as a trustworthy process aiding teaching and learning, whereas students viewed assessment as focussed primarily on accountability and perceived assessment as irrelevant or even ignored in the teaching and learning process. These findings highlight the importance of ensuring that assessment policy and practices are fit for purposes, and are being carried out with integrity in ways that are transparent to and understood by both staff and students. While these results show how staff and students view assessment practices, one should keep in mind that while the

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Section: Implications For Assessment Policy and Practicesmentioning

confidence: 99%

Faculty and Students Conceptions of Assessment in Higher Education

et al. 2011

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“…Anderson, 2002;Biggs, 1996). For instance, some teachers emphasize demands for deep comprehension but give tests that emphasize reproduction of knowledge (Broekkamp, Van Hout-Wolters, Van den Bergh, & Rijlaarsdam, 2004a;Ball, Ross, & Dewalt, 1986;Bol & Strage, 1996). Furthermore, in defining task demands, teachers may consider various contextual factors, including agreements with colleagues on testing, the abilities and preferences of their students, their own abilities and preferences, teacher-student interactions during the instructional-learning episode, and their expectations about the way that students will interpret information about tasks (Gehrke et al, 1992;Grossman & Stodolsky, 1994).…”

Section: Contextmentioning

confidence: 99%

Students’ Adaptation of Study Strategies When Preparing for Classroom Tests

Broekkamp

Hout-Wolters

2006

Educ Psychol Rev

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According to theories of students' test preparation, students may optimize their test performance by paying special attention to important information and processing this information in ways that are appropriate to the type of questions included in the forthcoming test. However, research is unclear about the conditions under which students adapt study strategies to the demands of test preparation tasks. Moreover, little is known about the processes and abilities involved. In this article, we present a theoretical model that integrates various factors that seem relevant to strategy adaptation in test preparation, including the teacher's intended task demands, students' perceptions of these demands, students' personal goals for studying, and their ability to adapt and implement strategies. The aim of our model is to stimulate further research on strategy adaptation, which may eventually provide evidence-based guidelines that could help teachers support the development of students' strategy adaptability and use tests as learning tools.

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“…Two fairly traditional multiple-choice instruments were selected for use in this study because these types of tests are still the predominant testing method in science classrooms (Bol & Strange, 1996;Frederiksen, 1984). Information covered in the instruments closely matched topics covered in the class itself, with an emphasis on the processes of science.…”

Section: Methodsmentioning

confidence: 97%

The effect of traditional classroom assessment on science learning and understanding of the processes of science

Taylor

Watson

2000

J Elem Sci Edu

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The purpose of this study was to determine the relationship between the presence of traditional classroom assessment (tests and quizzes) and science achievement of students in elementary science methods courses at East Carolina University in Greenville, North Carolina. A further objective of this study was to determine if students' perceptions about a particular class assessment situation (testing and nontesting) have an effect on how they respond to the class or subject being covered.Students were divided into testing groups (those that received traditional testing throughout the semester) and nontesting groups (those that received no traditional testing, only projects and presentations). A pretest-posttest nonequivalent group design was utilized for this quasi-experimental study. The independent variable was the presence or absence of traditional testing in the science classroom. The dependent variables were the achievement in and understanding of science as measured by the Test of Integrated Process Skills (TIPS) and the Science Test for Elementary Methods (STEM). Analysis of Covariance (ANCOVA) was used as the data analysis procedure. No significant differences existed between the science achievement of elementary science methods students in testing situations as indicated by the TIPS and the STEM.

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The contradiction between teachers' instructional goals and their assessment practices in high school biology courses

Cited by 65 publications

References 18 publications

Faculty and Students Conceptions of Assessment in Higher Education

Faculty and Students Conceptions of Assessment in Higher Education

Students’ Adaptation of Study Strategies When Preparing for Classroom Tests

The effect of traditional classroom assessment on science learning and understanding of the processes of science

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