Assessment for Learning: Understanding Teachers’ Beliefs and Practices

Assessment for Learning: Understanding Teachers’ Beliefs and Practices

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  • Create Date August 2, 2018
  • Last Updated August 2, 2018

Assessment for Learning: Understanding Teachers’ Beliefs and Practices

Assessment for learning in the day-to-day classroom instruction is critical in bringing about students’, mastery of 21st century competencies such as learning how to learn, thinking about own thinking and knowing how to plan, monitor and evaluate own thinking and understanding. However, teachers’, assessment practices are often influenced by their beliefs about student learning. This study aims to examine teachers’, beliefs about student learning and its relationship with their formative assessment ,practices. Two self-report questionnaires are developed to measure teachers’, beliefs about student ,learning and their formative assessment practices, respectively. Our preliminary findings show that ,teachers who believe that students are active participants of learning and who acknowledge students’, ,need to evaluate and monitor their own understanding tend to use formative assessment practices such ,as questioning and eliciting evidences of understanding, formative feedback, peer-self assessment, ,and clarity of task and success criteria. Semi-structured interview data are used to further deepen our ,understanding of the various factors that underpin teachers’, beliefs about student learning and their ,formative assessment practices. Three themes emerge from the interview data: teachers’, personal ,interest in developing student learning, belief about feedback and diagnosis of learning needs, and ,tensions between assessment of learning and assessment for learning.

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