scholarly journals Reforming Georgian Education: Recommendations for using Classroom Assessment to improve Student Outcomes

2018 ◽  
Vol 21 (2) ◽  
pp. 5-25
Author(s):  
Gregory C. Sales ◽  
Sonja Sentočnik ◽  
Jayson W. Richardson ◽  
Sophia Gorgodze
Keyword(s):  
Instructional Practices ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Successful Implementation ◽  
Assessment Practices ◽  
Teacher Growth ◽  
Assessment Techniques

In post-Soviet Georgia, much of the teaching and learning in grades 7-12 is conducted in a manner very similar to that used generations ago. Teachers stand at the front of the classroom dispensing information as they lead students through a page-by page review of the text. The concept of using classroom assessment techniques to gather individualized data that will inform instructional practices is unknown to the majority of Georgia’s teachers. This article describes efforts to explore the education context in Georgia and to develop project recommendations for effective support of teacher growth and their integration of classroom assessment practices into their teaching. It concludes by recognizing threats to the successful implementation of the recommendations and suggesting the generalizability of the project’s methods and resulting recommendations.

Classroom Assessment to Support Teaching and Learning

2019 ◽  
Vol 683 (1) ◽  
pp. 183-200 ◽  
Author(s):  
Lorrie A. Shepard
Keyword(s):  
Formative Assessment ◽  
Standardized Tests ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Learning Support ◽  
Negative Effects ◽  
Grand Theory ◽  
Fine Grained ◽  
Proposed Model

Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progressions are examples of fine-grained models of learning, representing goals, intermediate stages, and instructional means for reaching those goals. A model for creating a productive classroom learning culture is proposed. Rather than seeking coherence with standardized tests, which undermines the learning orientation of formative assessment, I propose seeking coherence with ambitious teaching practices. The proposed model also offers ways to minimize the negative effects of grading on learning. Support for teachers to learn these new assessment practices is most likely to be successful in the context of professional development for new curriculum and standards.

scholarly journals Economics Teachers’ Conceptions of Classroom Assessment: A Study of Senior High Schools in the Central and Ashanti Regions of Ghana

2018 ◽  
Vol 6 (10) ◽  
pp. 153-174
Author(s):  
Mumuni Baba Yidana ◽  
Anti Partey P.
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Professional Competence ◽  
Classroom Assessment ◽  
Demographic Data ◽  
Teaching Experience ◽  
Senior High School ◽  
Survey Method ◽  
Assessment Practices ◽  
Conceptions Of Assessment

Assessment literacy is part of the Economics teachers’ professional competence, yet little attention in the form research has been undertaken in this area. This study therefore explored Senior High School (SHS) Economics teachers’ conceptions of the purposes for undertaking classroom assessment. In specific terms, the study investigated Economics teachers’ understanding of the various motives that inform their assessment practices. The study also examined the influence of the Economics teachers’ demographic variables such as age, gender, and teaching experience on their conceptions of classroom assessment. It further assessed the influence of formal training in assessment on the teachers’ conceptions of the construct. The study was a descriptive type which employed the survey method. Participants of this study comprised 301 Senior High School Economics teachers drawn from the Central and Ashanti regions of Ghana. The participants were made up 213 male and 88 female teachers. A 50-item version of Brown’s Teachers’ Conceptions of Assessment (TCoA) inventory scale was adopted as the questionnaire for this study. Using a test-retest procedure of two-week interval, the TCoA which also made provisions for the demographic data of respondents on a different section, was administered on 36 Economics teachers. A reliability index of .813 was obtained. The data were analyzed using mean, t-test, and one-way Analysis of Variance (ANOVA) statistical techniques.The findings of the study showed that a majority of the Economics teachers (mean score = 3.01) consented to the idea that classroom assessment leads to improvement in teaching and learning as well as ensuring school accountability (mean score = 3.27). The study also found that gender and age did not influence teachers’ conception of assessment. The study recommends that community of learners be organized for experienced and less experienced Economics teachers to enable them exchange ideas on the various purposes of classroom assessment.

scholarly journals Building Teacher Capacity within the Evolving Assessment Culture in Canadian Education

2012 ◽  
Vol 10 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Don A. Klinger ◽  
Louis Volante ◽  
Christopher Deluca
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Teacher Capacity ◽  
Canadian Education ◽  
Assessment Culture ◽  
The Impact

Lost in the focus on large-scale educational assessments for accountability purposes is the important role of teachers' classroom assessment practices. Teachers must understand the use of both large-scale and classroom assessment practices and theories, and professional development remains the primary method to develop these assessment capacities. However, traditional models of professional development typically have little, if any, effect. In recognition of the importance of building teachers' assessment capacity, and the limitations of traditional professional development, the Elementary Teachers' Federation of Ontario, Canada, developed a Classroom Assessment Workshop Series to begin to build a systemic assessment framework for teachers. Through pre- and post-series surveys with 300 participants, and interviews and focus groups with facilitators, the authors' review and research explored the impact of the series on teachers' beliefs, self-efficacy, and knowledge of assessment practices and theory. The authors also explored the challenges that teachers experienced as they worked to understand and implement current conceptions of assessment. While teachers certainly valued the community created through the series and the opportunities to share their experiences, the findings found that teachers struggled to understand the theoretical foundations and use these foundations to further develop their own assessment practices. The research highlights the need for teachers to embrace a philosophy that integrates formative assessment practices and theories into their teaching and learning while also identifying the challenges associated with creating such an assessment culture. Current models of professional development may be more aligned with principles of effective professional learning, but truly changing teachers' classroom assessment practices may require a much more prolonged effort than those being provided.

Student-Centered Assessment Practices

2021 ◽  
pp. 213-243
Author(s):  
Sandra Fernandes ◽  
Anabela Carvalho Alves ◽  
André Uebe-Mansur
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Successful Implementation ◽  
Assessment Practices ◽  
Learning Approach ◽  
Process Assessment ◽  
Student Centered ◽  
Teaching Learning ◽  
Assessment Procedures

This chapter aims to describe the assessment practices used in a PBL (project-based learning) approach, adopting an integrated view, where teaching, learning, and assessment are student-centered. It explores the assessment methods, moments and participants in the teaching and learning process. Assessment procedures, criteria, and tasks will be carefully presented, as well as the benefits and constraints which they entail. Based on the significant and consolidated experience acquired with the implementation of PBL, since the year 2005, in this context, along with the scientific research produced to continuously evaluate and improve this learning approach, authors will present guidelines for the successful implementation of student-centered assessment practices in the context of PBL approaches in higher education.

scholarly journals Reflective assessment: opportunities and challenges

2016 ◽  
Vol 44 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Anne Jumonville Graf ◽  
Benjamin R. Harris
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Assessment Practices ◽  
Content Type ◽  
Reflective Assessment ◽  
Self Reflection ◽  
Library Programming ◽  
Assessment Techniques ◽  
Reflective Strategies ◽  
Instructional Services

Purpose – Librarians engage in assessment for several purposes, such as to improve teaching and learning, or to report institutional value. In turn, these assessments shape our perspectives and priorities. How can we participate critically in the assessment of information literacy instruction and library programming while broadening our view and making room for questions about what we do? This paper aims to explore self-reflection as a method for building on existing assessment practices with a critical consciousness. Design/methodology/approach – In tracing the trajectory of assessment and reflective practice in library literature, the authors conducted a selective literature review and analyzed the potential impact of incorporating librarian self-reflection into assessment practices, particularly for instructional services. The authors’ experiences with strategies informed by these conversations were also described. Findings – Self-reflection has typically been used to improve teaching or as a method of assessing student learning. However, it can also be used to develop a critical awareness of what one accomplishes through the act of assessing. The authors develop and present self-reflective strategies and discuss their benefits and limitations. Practical implications – An extensive list of strategies was developed to illustrate practical examples of a reflective approach to assessment. Originality/value – Although librarians have used reflection as a type of assessment strategy, self-reflection has not been viewed as a method for evaluating other assessment techniques. Librarians interested in exploring reflective practice and thinking critically about assessment will find strategies and suggestions for doing so.

Could There Be Deleuzian Assessment in Music Education?

2019 ◽  
pp. 121-136
Author(s):  
Lauren Kapalka Richerme
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Education Policies ◽  
Philosophical Inquiry ◽  
Music Making ◽  
Musical Practices ◽  
Contemporary Education

Authors of contemporary education and arts education policies tend to emphasize the adoption of formal, summative assessment practices. Poststructuralist philosopher Gilles Deleuze’s emphasis on ongoing differing and imaginative possibilities may at first glance appear incompatible with these overarching, codified assessments. While Deleuze criticizes the increasing use of ongoing assessments as a form of control, he posits a more nuanced explanation of measurement. This philosophical inquiry examines four measurement-related themes from Deleuze’s writings and explores how they might inform concepts and practices of assessment in various music teaching and learning contexts. The first theme suggests that each group of connective relations, what Deleuze terms a “plane of immanence,” demands its own forms of measurement. Second, Deleuze emphasizes varieties of measurement. Third, those with power, what Deleuze terms the “majority,” always set the standard for measurement. Fourth, Deleuze derides continuous assessment. His writings suggest that music educators might consider that assessments created for one musical practice or style should not transcend their own “plane of immanence,” that a variety of nonstandardized assessments is desirable, that the effect of measurement on “minoritarian” musical practices must be examined carefully, and that it is essential to ponder the potentials of unmeasured music making.

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