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    Teachers’ approaches to classroom assessment: a large-scale survey

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    DeLuca_Teachers approaches to classroom assessment_a large scale survey.pdf (664.2Kb)
    Date
    2016-10-31
    Author
    DeLuca, Christopher
    Valiquette, Adelina
    Coombs, Andrew
    LaPointe-McEwan, Danielle
    Luhanga, Ulemu
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    Abstract
    Classroom assessment has become a cornerstone of today’s standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability in teachers’ approaches to assessment. The primary purpose of this research was to use a new instrument predicated on recently published classroom assessment standards – the Approaches to Classroom Assessment Inventory – to measure teachers’ (a) approaches to assessment, (b) perceived skill in current assessment tasks and responsibilities, and (c) professional learning preferences and priorities. Based on 404 teachers from across North America, this study contributes initial evidence of how teachers approach classroom assessment with respect to four dimensions: Assessment Purposes, Assessment Processes, Assessment Fairness and Measurement Theory. Results from this study point to significant differences based on career stage and previous assessment education. The study concludes with four key implications for assessment research and practice.
    URI for this record
    http://hdl.handle.net/1974/26414
    External DOI
    https://dx.doi.org/10.1080/0969594x.2016.1244514
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    • Faculty of Education Publications
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