U.S. teachers' conceptions of the purposes of assessment

Barnes, Nicole; Fives, Helenrose; Dacey, Charity

doi:10.1016/j.tate.2017.02.017

Cited by 84 publications

(97 citation statements)

References 19 publications

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“…In recent decades, initial and continued teacher training has become a central issue [52]. International studies insist on the need to renew teacher training programs in order to improve teaching-learning processes in compulsory education [53,54]. Many authors state that more comparative research is needed to transfer these findings to classroom teaching practice [55].…”

Section: History Education From the Perspective Of Heritage Edcucatiomentioning

confidence: 99%

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

et al. 2020

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Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.

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Section: History Education From the Perspective Of Heritage Edcucatiomentioning

confidence: 99%

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

et al. 2020

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“…In recent years, new methodological horizons have been fixed in the field of teacher training [1]. International studies insist on the need to renew teacher training programs to improve teaching-learning processes in compulsory education [2][3][4], and place emphasis on the mastery of normal classroom tasks [5,6].…”

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

“…However, at present, this trend seems to be reducing, as research begins to show the absence of a relationship between gender and the degree of acceptance of technologies [49,57]. References should be numbered in order of appearance and indicated by a numeral or numerals in square brackets, e.g., [1] or [2,3], or [4][5][6]. See the end of the document for further details on references.…”

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

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“…An example of this approach is worked out by Veldhuis and Van den Heuvel-Panhuizen (2014b) who identified four different assessment profiles of teachers-consisting of Enthusiastic, Mainstream, Non-enthusiastic, and Alternative assessors-based on data collected by an online questionnaire in a sample of teachers in the Netherlands. Another recent example is the study carried out by Barnes, Fives, and Dacey (2017) in the USA. They identified three distinct profiles in terms of teachers' conceptions of assessment purposes, based on teachers' perception of the relevance of assessment, its validity for accountability, and its use to improve teaching and learning.…”

Section: Literature Review Teachers' Assessment Practice and Beliefsmentioning

confidence: 99%

Chinese Primary School Mathematics Teachers’ Assessment Profiles: Findings from a Large-Scale Questionnaire Survey

Zhao

Heuvel–Panhuizen

Veldhuis

2017

Int J of Sci and Math Educ

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This study investigated Chinese primary school mathematics teachers' views on assessment in an effort to determine their assessment profiles. A large-scale questionnaire survey with 1101 teachers from 12 Chinese provinces and regions was carried out. The teachers reported to use assessment on a daily or weekly basis for different purposes. They recognized the importance of assessing different types of skills and knowledge and considered assessment useful for improving teaching and learning. To determine teachers' assessment profiles, we used several latent variable modeling techniques. With exploratory factor analyses, we identified eight factors in the teachers' responses: general instructional decision-making assessment purposes [1], specific instructional decision-making assessment purposes [2], assessment methods [3], diversity of assessment problem format [4], importance of assessing skills and knowledge [5], importance of assessing extra-curricular skills [6], Perceived usefulness [7], and acceptance of assessment [8]. When these factors were used to interpret the results of a latent class analysis, three distinct assessment profiles could be distinguished. One fifth of the teachers were in the Enthusiastic assessors profile. These teachers not only reported to use assessment frequently [3, 4] and purposefully [1, 2], but also highly endorsed its importance [5, 6] and usefulness [7, 8]. Around half of the teachers were in the Mainstream assessors profile; these teachers scored close to the mean on all factors. The remaining teachers held the relatively negative views on assessment and were

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U.S. teachers' conceptions of the purposes of assessment

Cited by 84 publications

References 19 publications

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Chinese Primary School Mathematics Teachers’ Assessment Profiles: Findings from a Large-Scale Questionnaire Survey

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