Now showing items 1-10 of 15
Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond
(Elsevier BV, 2018-03-01)
Conceptualizing fairness in student assessment at classroom levels has been an area of focus in recent years given the growing emphasis on assessment-driven teaching and educational accountability across educational systems. ...
Systemic professional learning through collaborative inquiry: Examining teachers' perspectives
(Elsevier BV, 2017-10-01)
Collaborative Inquiry (CI) engages teachers to jointly inquire into a shared problem of practice. The majority of CI research presents qualitative case studies of individual collaborative inquires; few studies directly ...
Teacher assessment literacy: a review of international standards and measures
(Springer Science and Business Media LLC, 2016-08-01)
Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a ...
Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy
(Informa UK Limited, 2016-10-01)
Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher ...
Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory
(Informa UK Limited, 2019-03-25)
Fairness has recently moved into the spotlight as a core foundation of classroom assessment (CA). However, despite its significance for high-quality CA, fairness definitions and theories have been limited in the literature. ...
Elementary students as active agents in their learning: an empirical study of the connections between assessment practices and student metacognition
(Springer Nature, 2018-03-01)
This study explored how elementary teachers leveraged and structured student-involved formative assessment to promote metacognition and self-regulation. Research has suggested a connection between formative assessment ...
Student perspectives on assessment for learning
(Informa UK Limited, 2018-01-02)
Assessment for learning (AfL) has become a widespread approach across many educational systems. To date, AfL research has emphasized teachers’ knowledge, skills, and practices, with few studies examining students’ responses ...
Does Theory Translate into Practice? An Observational Study of Current Mathematics Pedagogies in Play-Based Kindergarten
(Springer Nature, 2019-05-01)
There is rising concern in research and practice to improve early years mathematics education as initial mathematical mastery sets the foundation for future academic success. In response to these concerns, this study used ...
Context and Implications Document for: A scoping review of research on play-based pedagogies in kindergarten education
This guide accompanies the following article: Pyle, A., DeLuca, C., & Danniels, E. (2017) A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, https://doi.org/10.1002/rev3.3097
Students’ critical incidents of fairness in classroom assessment: an empirical study
(Springer Science and Business Media LLC, 2019-05-14)
Conceptualizing fairness through social psychology theory has recently been called for in classroom assessment (CA) literature. This study used two open-ended questionnaires to explore university students’ critical incidents ...