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The relationship between educators’ ethics position and ethical judgment in student assessment practices remain unclear. The current study filled the research gap utilizing a sample of 406 educators (in-service teachers, pre-service teachers, and educational administrators) who completed a survey with relevant questions. The respondents were classified into four ethics position groups – situationists, exceptionists, subjectivists and absolutists. They had divided opinions in making ethical judgments (ethical or unethical) on 13 out of the 18 assessment scenarios. The logistic regression results indicated that educators’ ethics positions were significantly associated with their ethical judgment in seven student assessment scenarios. Exceptionists were more likely to endorse certain student assessment practices that are not recommended by assessment books, while subjectivists were more likely to have similar opinions with assessment books in certain practices. The study helps us gain a deeper understanding of educators’ individual differences in making ethical judgments about student assessment practices. 相似文献
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This article reports on a subset of findings that emerged from the Alberta Student Assessment Study in relation to the preservice and in-service development of teacher knowledge of, expertise in, and beliefs underpinning their assessment practices. Findings indicate that, although there has been a lot of attention given to improving assessment, confusion remains for teachers about terminology, principles, and pragmatics that undermine teacher confidence about assessment and making sound judgments about students’ work. 相似文献
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Roseanna Bourke Mandia Mentis 《Assessment in Education: Principles, Policy & Practice》2014,21(4):384-397
Teachers committed to inclusive education have the potential to revolutionise pedagogical and assessment practices within regular classrooms simply because students with high needs challenge traditional assumptions about what it means ‘to learn’ and ‘to assess’. This creates opportunities for teachers to find creative ways to ascertain what and how a child learns, and how these assessment results can be communicated to the child, parents, the school and funding bodies to enable further learning. This paper explores diverse assessment practices including criterion-based, normative, ipsative and self-assessment, with both formative and summative functions, reported as being used by teachers in New Zealand who teach students with high needs. These multiple approaches can be integrated into learning stories to ‘narrate’ student learning. An assessment framework is introduced to support teachers to appreciate the functionality of an integrated assessment approach to document student learning and outcomes, arguably a framework applicable for all learners. 相似文献
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Kim Agatha Ramatlapana 《Journal of Mathematics Teacher Education》2009,12(2):153-159
Teaching is a field that is dynamic, with innovations necessitating upgrading of skills and education of teachers for the
successful implementation of reforms. The behaviour and attitudes of teachers towards teaching and learning and their knowledge
banks are the result of the impact of in-service training. This study investigated the perceptions of mathematics and science
teachers in Botswana towards in-service provision by the Department of Mathematics and Science Education In-service Training
unit (DMSE-INSET), whose mandate is to improve the quality of teaching by supporting teachers through training programmes
that enable them to take ownership of their professional development. Data were collected from a sample of 42 senior Mathematics
and Science secondary school teachers, using structured interviews with open-ended questions, which were analyzed qualitatively.
The findings show that teachers’ concerns included the lack of impact of current in-service training programmes on the education
system, no regular follow-up activities to support the one-off workshops and insufficient skills acquired to sustain the implementation
of the strategies solicited by the workshops. 相似文献
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Atta Gebril 《Teacher Development》2017,21(1):81-100
The current study investigates the assessment conceptions of both pre-service and in-service English teachers within a high-stakes, test-driven context in Egypt. For this purpose, 170 Egyptian pre-service and in-service teachers completed an assessment conceptions questionnaire. Quantitative and qualitative data analysis were employed to answer the research questions. The results of the study showed in-service teachers preferring a combination of formative and summative assessment practices while pre-service teachers favored a relatively summative paradigm. With regard to functions of assessment, in-service teachers endorsed the improvement function of assessment more than the pre-service group. Both groups had negative perceptions about the effectiveness of teacher training programs. The study provides a number of implications for language teachers, teacher educators, and policy-makers. 相似文献
7.
Shiang-Yao Liu Shi-Wu Liang Wei-Ta Fang Huei-Min Tsai 《The Journal of environmental education》2013,44(2):114-132
Taiwan's government enacted the Environmental Education Act in June 2011. In the beginning of the implementation of the Act, a national assessment of schoolteachers’ environmental literacy was performed in order to establish the baseline for evaluating the effectiveness of environmental education policy. This large-scale assessment involved a large sample size of in-service teachers across schools at all levels and regions in Taiwan using the stratified random sampling method. Data showed that the teachers have satisfactory levels of environmental knowledge and attitudes, but presented low degrees of environmental action. Differing from previous research results, elementary teachers performed better than high school teachers on this assessment, which may be attributed to their teacher training experiences. Results from this study may provide implications for teacher professional development programs and school environmental education policy. 相似文献
8.
Min Jeong Song 《Educational Media International》2018,55(3):183-198
3D printing implementation in educational contexts has gained considerable attention in recent years. However, research shows that both in-service and pre-service teachers lack digital literacy and the confidence required to teach this emerging technology. This study reports the current challenges and opportunities in 3D printing education in Korea and identifies the range of knowledge required for teachers to integrate 3D printing technology into classrooms in meaningful ways. The technological, pedagogical, and content knowledge (TPACK) framework was used to analyze the certificate program for 3D printing educators and in-service teachers’ practices. The findings from interviews with 10 in-service teachers and participant observation in the 3D printing training workshop for pre-service teachers revealed that technological knowledge is overly emphasized in the 3D printing teacher training curriculum. Thus, many in-service teachers develop their content knowledge and pedagogical knowledge by exchanging ideas with other teachers online and running project-based courses with flipped classroom approaches. Two potential paths were discovered for developing curricula that cross over the domains of the TPACK framework to successfully integrate the technology into classrooms: collaboration between teachers in different subject areas and industry experts to develop technical knowledge and curriculum, and contextualizing 3D printing technology in relation to open-source digital culture. 相似文献
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Joan Herman Ellen Osmundson Yunyun Dai Cathy Ringstaff Michael Timms 《Assessment in Education: Principles, Policy & Practice》2015,22(3):344-367
This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research. 相似文献
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Jean‐Luc Gilles Pascal Detroz Jean‐Guy Blais 《Assessment & Evaluation in Higher Education》2011,36(6):719-733
In a context where public action must demonstrate its effectiveness and efficiency, and where the links between teaching and the quality of learning are regularly highlighted, it seems relevant to identify the trends and logic that govern university professors’ decisions with respect to the modes of learning assessment favoured within the framework of their delivery of teaching services. Moreover, given that university teaching practices are changing rapidly due to the introduction of different views of the learning process, one might conclude that the same holds for assessment practices. Through our research work, we led to the development of a trilingual (English, French and Spanish) online survey devoted to an international investigation into the classroom assessment practices of higher education teachers. This survey proposes an online platform that will allow institutions of higher learning to document some of their current practices and to compare observed trends with what is happening elsewhere, in accordance with differing missions and traditions. These research notes are thus intended to describe the survey itself and to show how the questionnaire and individual items were structured, in addition to providing an overview of treatments within and between institutions that followed the testing. 相似文献
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Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used. 相似文献
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Mijung Kim Frederick Toralballa Talaue 《International Journal of Science Education》2013,35(2):289-311
A new primary science syllabus with strong inquiry focus has been implemented in Singapore since 2008. In this study, we attempted to understand how teachers experience the emphasis of inquiry-based curriculum under the current educational conditions that is routined and highly teacher fronted. We invited 50 pre-service and 41 in-service teachers to participate in survey questionnaires and narratives, reflective writings, and group discussions related to science inquiry which formed our data corpus. Data analysis in the form of thematic coding was carried out using NVivo8, with over 80% inter-rater coding agreement level. Three key aspects of teachers’ perceptions of science inquiry were revealed: (1) teachers’ responsibilities as facilitators, (2) privileging content knowledge rather than process skills, and (3) pressure of assessment systems in current educational contexts. These understandings bring out conflicts of inquiry teaching between teacher- and student-centredness, content and process, and curriculum and assessment. Based on these teachers’ perceptions and dilemmas of inquiry science teaching, the visions and challenges of inquiry science curriculum change against assessment requirements are discussed. 相似文献
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This case study looked at how an assessment strategy designed for an online learning environment can support teachers’ professional development. More specifically, we intended to evaluate how a particular online assessment design can help the participating in-service teachers to recognize the added value of formative assessment, and promote their own use of formative assessment in their professional classroom practices. The presented assessment design consists of a combination of different, non-standard assessment methods in an online environment. We analysed data from 494 questionnaires, the participants’ critical reflections about their learning and the participants’ produced artefacts. The findings illustrate the participants’ recognition of the formative character of the proposed assessment design, reflected not only by the high scores reported in seven of the eight themes explored, but also from the qualitative analysis of the participants’ reflections and artefacts. Suggestions are offered for the improvement of the proposed assessment design, so as to better promote the formative character of assessment. In particular, implications for the development of formative assessment in online professional development are discussed taking into account its potential to promote the participants’ self-regulatory learning processes. 相似文献
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Teachers are ideally placed to identify and refer pupils who self-injure, but are often unaware when pupils self-injure or unsure how to respond. The aims of this study were to explore and compare pre-service and in-service teachers’ knowledge and attitudes towards self-injury, and their confidence responding to pupils who self-injure. Pre-service teachers (n = 267) and in-service teachers (n = 261) completed self-report questionnaires. Prior education regarding self-injury was positively related to knowledge and confidence, while pre-service teachers were more confident than in-service teachers in their ability to cope with legal and school regulations. Thematic analysis of open-ended questions indicated that although pre- and in-service teachers are concerned about pupils who self-injure and are willing to help these students, they feel ill-informed about self-injury and requested school policies and additional education regarding the behaviour. Results have implications for educational programmes that prepare pre- and in-service teachers to identify and respond to pupils who self-injure. 相似文献
16.
This study was designed to examine secondary teachers’ use of evaluative language resources in their qualitative written feedback on student work and factors shaping the deployment of such resources. Drawing on appraisal theory as an analytic framework for the language of evaluation, the study analyzed 84 teachers’ evaluative reports on their students’ research projects. The teachers’ use of several types of evaluative language was found to differ along the lines of disciplinary background and teaching experience. These results can be explained by disciplinarily valued dispositions, epistemological beliefs, knowledge-making practices, and varying knowledge of (in)effective feedback resulting from cumulative teaching experience. Implications are derived from these findings for developing teachers’ competence in using evaluative language effectively to provide feedback that can support and maximize students’ learning. 相似文献
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This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers’ report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers’ reported instructional assessment practices based on sex ( t?=?0.10; df?=?53; p?=?0.992), teaching experience ( F[4,50]?=?1.766; p?=?0.150), the level of professional qualification (F[3,45]?=?0.2117; p?=?0.111) or the level of academic qualification (F[2,52]?=?0.504; p?=?0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers’ report of good instructional assessment practices. The study also found that the joint effect of the variables teacher sex, teaching experience, teacher professional qualification and teacher academic qualification was not significant in predicting the instructional assessment practices scores of the science teachers. However, the joint effect of these variables was statistically significant (X 2?=?18.482; df?=?10; p?=?0.047) in predicting the teachers’ reported use of good instructional assessment practices. The best predictor of teachers’ report of good instructional assessment practices, though not statistically significant, was the diploma in education professional qualification. 相似文献
18.
Lennart Jølle 《Assessment in Education: Principles, Policy & Practice》2015,22(4):458-474
Novice members of a Norwegian national rater panel tasked with assessing Year 8 pupils’ written texts were studied during three successive preparation sessions (2011–2012). The purpose was to investigate how the raters successfully make use of different decision-making strategies in an assessment situation where pre-set criteria and standards give a rather strict framework. The data sources were the raters’ pair assessment dialogues. The analysis shows that the raters use a ‘shared standards strategy’, but when reaching agreement on text quality they also seem to make very good use of assessment strategies related to their work as writing teachers. Moreover, asymmetries in knowledge and participation among raters contribute to creating an image of writing assessment as a challenging hermeneutic practice. It is suggested that future rater preparation would gain from being attentive to the internalised assessment practices teachers bring to the fore when working as raters. 相似文献
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Younkyeong Nam Gillian Roehrig Anne Kern Bree Reynolds 《International Journal of Science and Mathematics Education》2013,11(1):143-167
This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher perceptions of practices using culturally relevant instruction were evaluated. The data were analyzed both quantitatively and qualitatively. The results from the survey analysis show that the teachers’ existing practices of culturally relevant science teaching were limited in choosing topics relevant to American Indian culture. We found three common themes from the teachers’ perceptions of culturally relevant science teaching, meaning of culturally relevant science teaching, teaching strategies, and purpose of culturally relevant science teaching from the qualitative data. We also found that teachers with higher survey scores perceive culturally relevant science teaching differently than teachers with lower survey scores, specifically for the purposes and teaching strategies of culturally relevant science teaching. The results show that teachers with higher survey scores tended to perceive culturally relevant science teaching as a two-way learning process between teachers and students where the teachers can learn traditional science knowledge from the students. They also tend to perceive using concrete traditional science examples as effective teaching strategy for culturally relevant science teaching and building strong relationships with American Indian students as the most important purpose of culturally relevant science teaching. We also discuss common challenges faced by science teachers when trying to implement culturally relevant science teaching with American Indian students. 相似文献
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Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers’ job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the framework of organisational learning was conducted to analyse the ways that 17 teachers from two school-based communities in a secondary school in Shanghai, China, experienced learning through various learning activities. The findings showed that the two group teachers had actively developed implementation-oriented and experimentation-oriented processes of learning. The former process is referred to as exploitation learning. Exploitation learning helps teachers by creating a stable environment to learn the existing knowledge and norms of practice of a school organisation. The latter process is referred to as exploration learning. Exploration or exploratory learning provides a platform for new knowledge construction aimed at improving existing practices in a more radical way. Teachers’ perceptions of and participation in school-based learning activities shape their learning experiences in different ways. Specifically, the support of school leaders is necessary to promote teachers’ exploratory learning in school-based settings. However, the leadership strategies that best support teachers’ learning require further investigation. 相似文献