Changing approaches to classroom assessment: An empirical study across teacher career stages

Teaching and Teacher Education

Volumn 71, Issue , 2018, Pages 134-144

  Coombs, Andrew ^a   DeLuca, Christopher ^a   LaPointe McEwan, Danielle ^a   Chalas, Agnieszka ^a  

^a QUEEN S UNIVERSITY   (Canada)

Author keywords

Approaches to classroom assessment; Assessment literacy; Assessment profiles; Career stage; Classroom assessment; Teacher education

Indexed keywords

EID: 85044396866     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2017.12.010     Document Type: Article

References (66)

1. Adie, L., The development of teacher assessment identity through participation in online moderation. Assessment in Education: Principles, Policy & Practice 20:1 (2013), 91–106.
2. Assessment Reform Group, Assessment for learning: 10 principles. 2002, University of Cambridge, UK (Author).
3. Bachor, D.G., Baer, M.R., An examination of preservice teachers' simulated classroom assessment practices. Alberta Journal of Educational Research 47:3 (2001), 244–258.
4. Bennett, R.E., Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice 18:1 (2011), 5–25.
5. Bennett, R.E., Gitomer, D.H., Transforming K-12 assessment: Integrating accountability, testing, formative assessment and professional support. Wyatt-Smith, C., Cumming, J.J., (eds.) Educational assessment in the 21st century: Connecting theory and practice, 2009, Springer, Dordrecht, NY, 43–61.
6. Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., et al. International trends in the implementation of assessment: Implications for policy and practice. Policy Futures in Education 13:1 (2015), 117–140.
7. Birenbaum, M., Rosenau, S., Assessment preferences, learning orientations, and learning strategies of pre-service and in-service teachers. Journal of Education for Teaching 32:2 (2006), 213–255.
8. Black, P., Wiliam, D., Developing a theory of formative assessment. Gardner, J., (eds.) Assessment and learning, 2006, Sage, Los Angeles, CA, 81–100.
9. Black, P., Wiliam, D., Developing a theory of formative assessment. Educational Assessment, Evaluation and Accountability 21 (2009), 5–31.
10. Brookhart, S.M., Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice 30:1 (2011), 3–12.
11. Brown, G.T.L., Teachers' conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy & Practice 11:3 (2004), 301–318.
12. Brown, G.T.L., Teachers' conceptions of assessment: Validation of an abridged instrument. Psychological Reports 99 (2006), 166–170, 10.2466/pr0.99.1.166-170.
13. Brown, G.T.L., Harris, L., Unintended consequences of using tests to improve learning: How improvement-oriented resources heighten conceptions of assessment as school accountability. Journal of MultiDisciplinary Evaluation 6:12 (2009), 68–91.
14. Brown, G.T.L., Lake, R., Matters, G., Queensland teachers' conceptions of assessment: The impact of policy priorities on teacher attitudes. Teaching and Teacher Education 27 (2011), 210–220.
15. Bruce, C.D., Esmonde, I., Ross, J., Dookie, L., Beatty, R., The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education 26:8 (2010), 1598–1608.
16. Campbell, C., Murphy, J.A., Holt, J.K., Psychometric analysis of an assessment literacy instrument: Applicability to pre-service teachers. (Paper presented at the annual meeting of the Mid-Western Educational Research Association, Columbus, OH), 2002, October.
17. Cowan, E.M., Implementing formative assessment: Student teachers' experiences on placements. Teacher Development 13:1 (2009), 71–84.
18. Cowie, B., Cooper, B., Ussher, B., Developing an identity as a teacher-assessor: Three student teacher case studies. Assessment Matters 7 (2014), 64–89.
19. DeLuca, C., Klinger, D.A., Assessment literacy development: Identifying gaps in teacher candidates' learning. Assessment in Education: Principles, Policy & Practice 17 (2010), 419–438.
20. DeLuca, C., Chavez, T., Bellara, A., Cao, C., Pedagogies for preservice assessment education: Supporting teacher candidates' assessment literacy development. The Teacher Educator 48 (2013), 128–142.
21. DeLuca, C., LaPointe-McEwan, D., Luhanga, U., Teacher assessment literacy: A review of international standards and measures. Educational Assessment,. Evaluation and Accountability 28:3 (2015), 251–272.
22. DeLuca, C., LaPointe-McEwan, D., Luhanga, U., Approaches to classroom assessment inventory: A new instrument to support teacher assessment literacy. Educational Assessment 21:4 (2016), 251–272 online.
23. DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., Luhanga, U., Teachers' approaches to classroom assessment: A large-scale survey. Assessment in Education: Principles. Policy & Practice, 2016, 1–21 online.
24. Earl, L.M., Assessment as learning: Using classroom assessment to maximize student learning. 2012, Corwin Press, Thousand Oaks, CA.
25. Gambhir, M., Broad, K., Evans, M., Gaskell, J., Characterising initial teacher education in Canada: Themes and issues. 2008, University of Toronto, Ontario Institute for Studies in Education, Toronto Retrieved on March 27, 2017 from https://www.oise.utoronto.ca/ite/UserFiles/File/CharacterizingITE.pdf.
26. Gotch, C.M., French, B.F., A systematic review of assessment literacy measures. Educational Measurement: Issues and Practice 33 (2014), 14–18.
27. Graham, P., Classroom-based assessment: Changing knowledge and practice through preservice teacher education. Teaching and Teacher Education 21 (2005), 607–621.
28. Harrison, C., Peer and self-assessment. Peterson, P., Baker, E., McGaw, B., (eds.) International encyclopedia of education, 3rd ed., 2010, Academic Press, Oxford, UK, 231–235.
29. Heritage, M., Heritage, J., Teacher questioning: The epicenter of instruction and assessment. Applied Measurement in Education 26:3 (2013), 176–190.
30. Herman, J.L., Accountability and assessment: Is public interest in K-12 education being served?. Ryan, K.E., Shepard, L.A., (eds.) The future of test-based educational accountability, 2008, Routledge, New York: NY, 211–231.
31. Hoover, N.R., Abrams, L.M., Teachers' instructional use of summative student assessment data. Applied Measurement in Education 26:3 (2013), 219–231.
32. Joint Committee for Standards on Educational Evaluation, Classroom assessment standards: Practices for PK-12 teachers. 2015 Retrieved on March 27, 2017 from http://www.jcsee.org/the-classroom-assessment-standards-new-standards.
33. Kauffman, D., Johnson, S.M., Kardos, S.M., Liu, E., Peske, H.G., “Lost at sea”: New teachers' experiences with curriculum and assessment. Teachers College Record 104:2 (2002), 273–300.
34. Klenowski, V., Portfolio assessment. Peterson, P., Baker, E., McGaw, B., (eds.) International encyclopedia of education, 3rd ed., 2010, Academic Press, Oxford, UK, 236–242.
35. Klinger, D.A., Volante, L., DeLuca, C., Building teacher capacity within the evolving assessment culture in Canadian education. Policy Futures in Education 10:4 (2012), 447–460.
36. Looney, A., Cumming, J., van Der Kleij, F., Harris, K., Reconceptualising the role of teachers as assessors: Teacher assessment identity. Assessment in Education: Principles, Policy & Practice, 2017, 1–26, 10.1080/0969594X.2016.1268090.
37. MacLellan, E., Initial knowledge states about assessment: Novice teachers' conceptualizations. Teaching and Teacher Education 20 (2004), 523–535.
38. Mertler, C.A., Pre-service versus inservice teachers' assessment literacy: Does classroom experience make a difference?. (Paper presented at the Annual Meeting of the Mid-Western Educational Research Association, Columbus, OH), 2003, October.
39. Mertler, C.A., Secondary teachers' assessment literacy: Does classroom experience make a difference?. American Secondary Education 33:1 (2004), 49–64.
40. Mertler, C.A., Campbell, C., Measuring teachers' knowledge & application of classroom assessment concepts: Development of the assessment literacy inventory. Annual meeting of the american educational research association, Montreal, 2005.
41. Newmann, F.M., Secada, W.G., Wehlage, G., A guide to authentic instruction and assessment: Vision, standards and scoring. 1995, Wisconsin Center for Education Research, Madison.
42. Nichols, S.L., Harris, L.R., Accountability assessment's effect on teachers and schools. Brown, G.T.L., Harris, L.R., (eds.) Handbook of human and social conditions in assessment, 2016, 4–56.
43. O'Sullivan, R.S., Johnson, R.L., Using performance assessments to measure teachers' competence in classroom assessment. (Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA), 1993, April.
44. Plake, B., Impara, J., Fager, J., Assessment competencies of teachers: A national survey. Educational Measurement: Issues and Practice 12:4 (1993), 10–39, 10.1111/j.1745-3992.1993.tb00548.x.
45. Popham, W.J., Assessment literacy for teachers: Faddish or fundamental?. Theory into Practice 48:1 (2009), 4–11.
46. Popham, W.J., Classroom assessment: What teachers need to know. 7th ed., 2013, Pearson, Boston, MA.
47. Remesal, A., Primary and secondary teachers' conceptions of assessment: A qualitative study. Teaching and Teacher Education 27 (2011), 472–482.
48. Ruiz-Primo, M.A., Li, M., Analyzing teachers' feedback practices in response to students' work in science classrooms. Applied Measurement in Education 26:3 (2013), 163–175.
49. Salend, S.J., Technology-based classroom assessments. Teaching Exceptional Children 41:6 (2009), 48–58.
50. Scarino, A., Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing 30:3 (2013), 309–327.
51. Shepard, L.A., The role of assessment in a learning culture. Educational Researcher 29:7 (2000), 4–14.
52. Smith, L.F., Hill, M.F., Cowie, B., Gilmore, A., Preparing teachers to use the enabling power of assessment. Wyatt-Smith, C., Klenowski, V., Colbert, P., (eds.) Designing assessment for quality learning, 2014, Springer, Heidelberg, NE, 303–323.
53. Stiggins, R.J., Assessment literacy. Phi Delta Kappan 72:7 (1991), 534–539.
54. Stiggins, R., From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan 87:4 (2005), 324–328.
55. Stobart, G., Testing times: The uses and abuses of assessment. 2008, Routledge, New York, NY.
56. Taras, M., Assessment for learning: Understanding theory to improve practice. Journal of Further and Higher Education 31:4 (2007), 363–371.
57. Tierney, R.D., Changing practices: Influences on classroom assessment. Assessment in Education 13:3 (2006), 239–264.
58. Volante, L., Fazio, X., Exploring teacher candidates' assessment literacy: Implications for teacher education reform and professional development. Canadian Journal of Education 30:3 (2007), 749–770.
59. Webb, N.L., Criteria for alignment of expectations and assessments in mathematics and science education. 1997, Council of Chief State School Officers, Washington, DC.
60. Webb, N.L., Alignment of science and mathematics standards and assessments in four states. 1999, Council of Chief State School Officers, Washington, DC.
61. Webb, N.L., Webb alignment tool: Training manual. 2005, Wisconsin Center for Education Research, Madison Retrieved on March 27, 2017 from http://www.wcer.wisc.edu/WAT/index.aspx.
62. Wen, M.L., Tsai, C., Chang, C., Attitudes towards peer assessment: A comparison of the perspective of pre-service and in-service teachers. Innovation in Education and Teaching International 43:1 (2006), 83–92.
63. Willis, J., Adie, L., Klenowski, V., Conceptualizing teachers' assessment literacies in an era of curriculum and assessment reform. Australian Educational Researcher 40:2 (2013), 241–256.
64. Wolf, D., Bixby, J., Glenn, J. III, Gardner, H., To use their minds well: Investigating new forms of student assessment. Review of Research in Education 17 (1991), 31–74.
65. Xu, Y., Brown, G.T., Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education 58 (2016), 149–162.
66. Zhang, Z., Burry-Stock, J.A., Classroom assessment practices and teachers' self-perceived assessment skills. Measurement in Education 16:4 (2003), 323–342.