Assessment Literacy as Praxis: Mediating Teacher Knowledge of Assessment-for-Learning Practices

2020 ◽  
pp. 241-259
Author(s):  
Ofra Inbar-Lourie ◽  
Tziona Levi
Keyword(s):  
Teacher Knowledge ◽  
Assessment For Learning ◽  
Assessment Literacy ◽  
Learning Practices

scholarly journals Iranian EFL teachers’ assessment for learning practices and barriers: Do textbooks taught and teaching context matter?

2019 ◽  
Vol 6 (1) ◽  
pp. 1646691 ◽  
Author(s):  
Mohammadreza Nasr ◽  
Mohammad Sadegh Bagheri ◽  
Firooz Sadighi ◽  
Ehsan Rassaei ◽  
Jeroen van de Weijer
Keyword(s):  
Assessment For Learning ◽  
Teaching Context ◽  
Learning Practices ◽  
Efl Teachers

Digitizing Students’ Voices

2013 ◽  
pp. 339-352 ◽  
Author(s):  
Christine Browning ◽  
Alden Edson ◽  
Diane Rogers
Keyword(s):  
Preservice Teachers ◽  
Mathematical Practice ◽  
Assessment For Learning ◽  
State Standards ◽  
Mathematical Practices ◽  
Iterative Model ◽  
Learning Practices ◽  
The Common ◽  
Technology Tool ◽  
A Minor

This chapter focuses on how assessment for learning can be used to promote the development of student understanding of mathematics and mathematical practices as described in the Common Core State Standards for Mathematics while emphasizing the affordances of digital technologies. The mathematical focus centered on the families of functions connected to the mathematical practice of constructing viable arguments when using the digital technology tool, VoiceThread. The chapter describes an iterative model for implementing assessment for learning practices where VoiceThread gave voice to preservice teachers’ mathematical justifications. Findings are taken from a study set in an algebra course designed for preservice elementary teachers working towards a minor in mathematics. Preservice teachers noted the positive impacts of using VoiceThread in improving their justification skills and the benefits of assessment for learning practices on their learning process.

Exemplars revisited: Building primary teachers’ capability in assessment for learning

2020 ◽  
Vol 14 ◽  
pp. 137-161
Author(s):  
Jenny Poskitt ◽  
Keyword(s):  
Differentiated Instruction ◽  
Professional Learning ◽  
Primary Teachers ◽  
Assessment For Learning ◽  
Education Systems ◽  
Positive Effects ◽  
Learning Practices ◽  
Building Capability ◽  
Over Time ◽  
Learning And Achievement

Building capability in assessment for learning is a goal of education systems internationally, though difficult for nations to successfully implement and sustain over time (Laveault & Allal, 2016). Evidence about the positive effects of assessment for learning practices on students’ learning and achievement is convincing, but implementation is made difficult by the realities for teachers to balance the multiple demands of pedagogy, curriculum and assessment, differentiated instruction, and time for professional learning

scholarly journals The potential contributions of concept maps for learning website to assessment for learning practices

2015 ◽  
pp. 134-148
Keyword(s):  
Visual Feedback ◽  
Subject Matter ◽  
Concept Maps ◽  
Instructional Material ◽  
Assessment For Learning ◽  
Higher Order ◽  
Learning Practices ◽  
Students First ◽  
Effective Assessment ◽  
User Friendly

The purpose of this paper is to examine the promising contributions of the Concept Maps for Learning (CMfL) website to assessment for learning practices. The CMfL website generates concept maps from relatedness degree of concepts pairs through the Pathfinder Scaling Algorithm. This website also confirms the established principles of effective assessment for learning, for it is capable of automatically assessing students’ higher order knowledge, simultaneously identifying strengths and weaknesses, immediately providing useful feedback and being user-friendly. According to the default assessment plan, students first create concept maps on a particular subject and then they are given individualized visual feedback followed by associated instructional material (e.g., videos, website links, examples, problems, etc.) based on a comparison of their concept map and a subject matter expert’s map. After studying the feedback and instructional material, teachers can monitor their students’ progress by having them create revised concept maps. Therefore, we claim that the CMfL website may reduce the workload of teachers as well as provide immediate and delayed feedback on the weaknesses of students in different forms such as graphical and multimedia. For the following study, we will examine whether these promising contributions to assessment for learning are valid in a variety of subjects.

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