Book ChapterDOI
Assessment for Learning—For Teachers as Well as Students
Charlotte Danielson
- pp 191-213
TLDR
The authors outlines the uses of assessment of learning (summative assessment) and assessment to guide learning (formative assessment), and then describes the potential for teacher learning in each of these settings.Abstract:
Assessment plays a critical role in education, for both policy makers and practitioners. These roles encompass issues of both accountability (how well students have learned) and instruction (how to promote higher levels of learning). However, assessment can yield more; the potential of assessment for teacher learning, as a result of both designing of student assessments and evaluating of student responses, has been generally overlooked. This paper outlines the uses of assessment of learning (summative assessment), and assessment to guide learning (formative assessment), and then describes the potential for teacher learning in each of these settings. It argues that at each stage in the process of student assessment—design, calibration, analysis of student responses, and use of assessment results to plan future instruction—opportunities abound for teachers to extend their practice.read more
Citations
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Journal ArticleDOI
Conceptions and practices of assessment: a case of teachers representing improvement conception
TL;DR: In this paper, the authors used both quantitative and qualitative data to examine how Indonesian junior high school teachers understand assessment and how their conceptions of assessment relate to their assessment practices, and found that teachers were eager to use assessment practices to improve their classroom teaching, but felt that the statewide examination policy requirements constrained their efforts.
Journal ArticleDOI
Secondary School Teachers’ Perceptions of Assessment
TL;DR: In this paper, the authors explored perceptions of secondary school teachers on assessment and found that 50.7 percent of the teachers who participated in the study considered the purpose of assessment is to make decisions on teaching and learning.
Journal ArticleDOI
Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing
Xinying Yin,Gayle A. Buck +1 more
TL;DR: This paper explored science educators' negotiation with implementing formative assessment in the context of summative accountability testing in the U.S. They identified six themes: negotiating learning goals, restructuring instruction, implementing effective assessment strategies, negotiating time constraints, modifying summative tests, and negotiating with students.
Journal ArticleDOI
Implementation of Competency-Based Medical Education in a Canadian Medical Oncology Training Program: a First Year Retrospective Review.
TL;DR: Competency-based medical education (CBME) was implemented in the Medical Oncology training program at Queen's University in July 2017 and 9 lessons learned during implementation were identified.
Posted Content
Teachers' Perceptions and Practices of Classroom Assessment in Secondary School Science Classes in Bangladesh.
TL;DR: In this paper, the authors investigated teachers' perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh and found that teachers perceive classroom assessment as summative assessment.
References
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Book
A collection of performance tasks and rubrics : middle school mathematics
TL;DR: 1. Introduction 2. Why Performance Assessment? 3. Making An Evaluation Plan 4. Evaluating Complex Performance 5. Creating A Performance Task 6. Creating a Rubric 7. Adapting Existing Performance Tasks And Rubrics