The Unfulfilled Promise of Classroom Assessment

Stiggins, Richard J.

doi:10.1111/j.1745-3992.2001.tb00065.x

Cited by 102 publications

(71 citation statements)

References 22 publications

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“…Overall, researchers have asserted that teachers' assessment skills are weak (Brookhart, 2001;Mertler & Campbell, 2005;Plake, 1993;Stiggins, 2001), though higher than their PST counterparts (Mertler, 2003) Following their study of 498 PSTs using a revised ALI, which revealed remarkably low scores, Mertler and Campbell declared, "[T]he role of teaching experience may be too important to overlook" (2005, p. 14). They went on to urge researchers to "disentangle the effects on experience on acquiring assessment skills as applied in educational decision-making" (p. 14).…”

Section: Review Of Literaturementioning

confidence: 99%

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Anderson

Mathys

Mills

2014

JCT

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The purpose of this study was to examine how 52 pre-service teachers (PSTs) assessed 7 th -grade students' learning of social studies lessons they planned and taught. The PSTs provided assessment artifacts on 312 students, along with explanations for how they assessed and graded each student. Of the 429 coded assessment explanations, 240 (56%) related directly to students' social studies achievement, 141 (33%) related to non-achievement factors, and 48 (11%) related to achievement factors not connected with social studies. Consistent with previous research on the assessment practices of in-service teachers, the pre-service teachers in this study used a combination of student achievement, effort, behavior, and ability to make their grading judgments. Assessment of student learning is taking a greater role in education today, and much of the burden for helping new teachers to improve their assessment practices will fall on teacher educators, who should integrate explicit coursework on assessment with authentic field experiences for PSTs to practice planning and teaching lessons, as well as assessing and grading students.

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Section: Review Of Literaturementioning

confidence: 99%

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Anderson

Mathys

Mills

2014

JCT

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“…Teachers create or control the majority of reading comprehension assessments used in classrooms (Paris, Paris & Carpenter, 2002;Stiggins, 2001). These assessments fall into two large categories: informal and formal assessments.…”

Section: Familiarity With a Wide Range Of Assessment Tools And Practicesmentioning

confidence: 99%

“…This self-evaluative interaction is one of the primary assets of classroom-based or formative assessment to improve achievement in the classroom (Stiggins, 1991(Stiggins, , 2001). Using classroom assessments supports the concept of a collaborative learning community with many opportunities for the child to reach the goals of the assessments, unlike the more traditional view of assessment as a one-time evaluation at the end of a unit of instruction (Stiggins, 1991(Stiggins, , 2001). …”

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confidence: 99%

“…The choice of test by the teacher will depend on the purpose or objective for assessment. According to Torgesen (2006: 1), assessment in the early elementary grades has four objectives or purposes:To identify students at the beginning of the year who are "at risk" for reading difficulties and who may need extra instruction or intensive interventions if they are to progress toward grade-level standards in reading by the end of the year.To monitor students" progress during the year to determine whether "at risk" students are making adequate progress in critical reading skills and to identify any students who may be falling behind.To collect information about students that will be helpful in planning instruction to meet their most critical learning needs.To assess whether the instruction provided by classroom teachers is sufficiently powerful to help all students achieve grade-level reading standards.Teachers create or control the majority of reading comprehension assessments used in classrooms (Paris, Paris & Carpenter, 2002;Stiggins, 2001). These assessments fall into two large categories: informal and formal assessments.…”

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Classroom assessment of reading comprehension: How are preservice Foundation Phase teachers being prepared?

Nel¹

2012

Per Ling.

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A number of assessment studies in recent years have shown that the educational achievement of learners in South African schools is unacceptably poor. The Department of Education's systemic evaluations, conducted in Grade 3 (first cycle in 2001, second cycle in 2007) show very low levels of literacy among learners. Reading comprehension and writing scores averaged 39% for the first and 36% for the second cycle. Research indicates that less attention has been given to children's reading comprehension skills compared to decoding skills. Teacher preparation programmes should provide candidates with a rigorous, research-based curriculum and opportunities to practise a range of predefined skills and knowledge. The demands of competent literacy instruction and assessment, and the training experiences necessary to learn it, have been seriously underestimated by universities. Teacher education programmes should ensure that teachers, amongst other crucial aspects, know how to assess the progress of every student and change instruction when it is not working and also know how to communicate results of assessments to various stakeholders, especially parents. The purpose of this article is to report on the training that pre-service teachers receive, related to reading comprehension assessment practices, within a BEd foundation phase teacher preparation programme. INTRODUCTIONPre-service teacher training programmes play a significant role in the preparation of a highly qualified teaching work force, which is necessary to support the development of a complex 21 st century society. Teachers must be prepared to effectively handle the challenges of a growing diverse population of students with a variety of multicultural, multilingual, and multiability needs (Young, Grant, Montbriand & Therriault, 2001). In the USA, the (Snow, Burns & Griffin, 1998) made the recommendation that teacher education curricula incorporate a knowledge base that includes procedures for ongoing in-class assessment of students" reading abilities, as well as information on how to interpret results from assessments and modify instruction according to assessment outcomes. According to the International Reading Association (2003) Committee on the Prevention of Reading Difficulties in Young Children position statement, Investment in Teacher Preparation in the UnitedStates, teacher education programmes should ensure that teachers, amongst other crucial aspects, " [K]now how to assess the progress of every student and change instruction when it is not working; know how to communicate results of assessments to various stakeholders, Education (2010: 5) states that two of the purposes of the Annual National Assessments (ANA) are to, …provide teachers with essential data about the baseline Literacy/Language and Numeracy/Mathematics capabilities of learners at the beginning of each grade and thereby help them make informed decisions when planning the year"s programme; provide parents with a better picture of the levels of learner performance in the school so that ...

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“…Based on the researches unfortunately teachers' assessment skills are generally weak (Brookhart, 2001;Campbell, Murphy and Holt, 2002) and assessment il-literacy which stems from low levels of assessment literacy among practicing teachers and administrators has resulted in inaccurate assessment of students and consequently preventing them from reaching their full potential (Stiggins, 2001). Beside teachers assessment il-literacy -they are not proficient at implementing a variety of classroom assessment tasks‖ (Mertler, 1999;Mertler and Campbell, 2005), hence lack of assessment literacy is potentially a serious risk both for teachers and students.…”

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confidence: 99%

Importance of Teachers’ Assessment Literacy

Bayat¹,

Rezaei²

2015

IJELE

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Assessment of student is one of the most important responsibilities of teachers, because the quality of teaching in classroom is closely associated with the quality of the applied assessment. Hence it is essential for teachers to possess assessment literacy. Assessment literacy is important because it helps teachers to perceive, analyze and use data on student performance to improve teaching. Stakeholders are influenced by language tests, therefore; being assessment literate is more vital for them, because assessment illiteracy results in inaccurate assessment and consequently the purposes of assessment could not be fulfilled. It is necessary for teachers to develop language assessment literacy to prevent serious consequences for teachers and students.

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The Unfulfilled Promise of Classroom Assessment

Cited by 102 publications

References 22 publications

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Classroom assessment of reading comprehension: How are preservice Foundation Phase teachers being prepared?

Importance of Teachers’ Assessment Literacy

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