Journal ArticleDOI
Teacher beliefs about the cognitive diagnostic information of classroom‐ versus large‐scale tests: implications for assessment literacy
TLDR
The authors survey secondary teachers' beliefs of classroom and large-scale tests for providing information about students' learning processes, influencing meaningful student learning, and eliciting learning or test-taking strategies for successful test performance.Abstract:
Classroom teachers are in the front line of introducing students to formal learning, including assessments, which can be assumed to continue for students should they extend their schooling past the expected mandatory 12 years. The purpose of the present investigation was to survey secondary teachers’ beliefs of classroom and large‐scale tests for (a) providing information about students’ learning processes, (b) influencing meaningful student learning, and (c) eliciting learning or test‐taking strategies for successful test performance. Secondary teachers were surveyed because a majority of large‐scale tests are developed for secondary students (e.g., PISA, TIMSS). Results suggested that in comparison to large‐scale tests teachers believe classroom tests provide more information about student learning processes, are more likely to influence meaningful student learning, and are more likely to require learning over test‐taking strategies. The implications of these results for assessment literacy are explored.read more
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Learning and Instruction
TL;DR: An introduction to Learning and Instruction, with examples of teaching by providing Concreteness, Activity, and Familiarity, and Guiding Cognitive Processes during Learning.
Journal ArticleDOI
Teacher Assessment Literacy in Practice: A Reconceptualization
Yueting Xu,Gavin T. L. Brown +1 more
TL;DR: In this article, a new conceptual framework of teacher assessment literacy in practice (TALiP) is proposed, illustrated by a discussion of the various components of teacher AL and their interrelationships.
Journal ArticleDOI
Educational Assessment Knowledge and Skills for Teachers
TL;DR: The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field of assessment.
Journal ArticleDOI
Primary and secondary teachers’ conceptions of assessment: A qualitative study
TL;DR: In this article, a particular framework of teachers' conceptions about assessment in school is presented, which comprises four dimensions about the effects of assessment on: teaching, learning, accountability of teachers and schools to different audiences and stakeholders, and certification of achievement.
References
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Applied multiple regression/correlation analysis for the behavioral sciences
TL;DR: In this article, the Mathematical Basis for Multiple Regression/Correlation and Identification of the Inverse Matrix Elements is presented. But it does not address the problem of missing data.
Journal ArticleDOI
Assessment and Classroom Learning
Paul Black,Dylan Wiliam +1 more
TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
Journal ArticleDOI
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences.
Book
Knowing What Students Know: The Science and Design of Educational Assessment
TL;DR: In this article, the authors propose a new kind of assessment called Knowing What Students Know (KSS), which aims to make as clear as possible the nature of students' accomplishments and the progress of their learning.
Journal ArticleDOI
Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation☆
TL;DR: The authors investigated the relation between selected teacher perceptions past research has shown to be shared by highly effective teachers, and teacher attitudes toward the implementation of new instructional practices, and found that measures of teacher efficacy, teaching affect, and teaching self-concept were significantly related to teachers' attitudes regarding the congruence, difficulty of use, and importance of the recommended practices.