Changing approaches to classroom assessment: An empirical study across teacher career stages
MetadataShow full item record
Research indicates that there is considerable variability in teachers' approaches to assessment resulting in different learning cultures for students. The primary purpose of the study is to examine the relationship between teachers' approaches to assessment across a set of dimensions (including their conceptions of assessment purposes, processes, fairness, and measurement theory) and career stage. The results of this paper illustrate nuanced impacts of career stage on teachers' approaches to multiple dimensions of assessment and enable the generation of assessment profiles that provide empirical support for differences in teachers’ approaches to assessment both within and between career stages.
URI for this recordhttp://hdl.handle.net/1974/26411
Request an alternative formatIf you require this document in an alternate, accessible format, please contact the Queen's Adaptive Technology Centre
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/
Showing items related by title, author, creator and subject.
Toward an Assessment of the Sustainability of Water Governance in Israel Using an Integrative Sustainability Assessment Approach Goldberg, Rebecca Heidi (2013-10-14)Water governance is a key policy issue for Israel primarily due to scarcity of water in the Country and broader regional environmental, economic, political and social challenges. In recent years a concerted effort to ...
Redesigning Assessment: the Design and Implementation of a Rubric-Based Assessment System to Improve Engineering Design Education Woodhall, Thomas (2008-09-27)Engineering education serves to provide society with competent engineering graduates, capable of making a difference to their profession and the world around them. Since the Grinter Report of the 1950s in the United States, ...
Catch-22: Assessing Ontario's Proposed Formative Assessment Policy Within Ontario's Student Achievement Framework Foley, Mike (2010-01-28)This paper examines the efficacy of Ontario’s proposed formative assessment policy in the context of Ontario’s student achievement framework which is founded upon large scale assessments for accountability. This paper ...