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1.
This paper reports on a study that was conducted to examine formative assessment as a form of assessment that promotes critical pedagogy in teaching and learning. Using Freire’s notion of critical pedagogy as an analytic framework, the argument is that formative assessment should transcend grading, selection and accountability for learning and elevate each student’s learning threshold. Critical pedagogy is concerned with reconstructing the traditional student/teacher relationship and developing spaces and practices that nurture dialogue and possibilities. The study adopted a case-study research design. Discussions with educators and an examination of students’ workbooks provided insights about how the educators understood formative assessment and how it can be used to promote socially just education. The findings indicate that even though the teachers viewed themselves as competent in using this assessment, this was not evident in their practices as well as the views they expressed about it. They appreciated the importance of the assessment for promoting socially just education but still had some misconceptions regarding its implementation, for example, the teaching of Business Studies. The teachers’ professional understanding of formative assessment as a concept and a practice highlighted the need for teacher development. If teachers are encouraged to examine their practices, this will permit them to embrace formative assessment, and to stimulate students’ interest, and performance in Business Studies. 相似文献
2.
Kenneth Silseth Øystein Gilje 《Assessment in Education: Principles, Policy & Practice》2019,26(1):26-42
In this article, we examine how assessment is enacted and negotiated in a school project that involves multimodal composition. The case is a project on advertisement in which lower secondary students collaboratively composed multimodal commercials about various products and topics. The theoretical framework is based on sociocultural perspectives on learning and assessment, and video data of classroom interaction are subjected to detailed analysis. The findings document the consequences of decoupling production and assessment practices. The analysis show that written texts and multimodal texts have different statuses in the project because of how they are assessed and that this has consequences for students’ participation as learners. In addition, the analysis shows how students position themselves differently towards resources that are intended to help them in summative assessment situations. We discuss issues that teachers may reflect upon when planning and executing multimodal composition in schools. 相似文献
3.
Ahmad R. Washington Joseph M. Williams Janice A. Byrd 《Counselor Education & Supervision》2023,62(2):149-156
Anti-racist and anti-oppressive supervision remains a burgeoning area of scholarship and research within the counselor education nomenclature. In this paper, we explore how matters of race and racism are conspicuously underemphasized in counselor training, specifically, the supervision process. We explore the hidden curriculum in counselor education supervision models. Next, we consider how a supervision model grounded in critical race theory provides a more robust framework for addressing gaps in existing supervision models through anti-racist practices. 相似文献
4.
Christine Suurtamm Martha J. Koch 《Educational Assessment, Evaluation and Accountability》2014,26(3):263-287
Current thinking encourages teachers to incorporate a range of assessment practices that are responsive to student thinking and promote student learning. At the same time, teachers are situated in a landscape of accountability, where they are often seen as technicians who implement prescribed curriculum, policies, and procedures with success measured by externally created assessments. This paper considers how teachers navigate this difficult terrain as they incorporate new assessment practices in their classrooms. We report on a two-year project undertaken with 42 teachers of mathematics (Grades 4–12) in Ontario, Canada. Using an analytic framework adapted from Windschitl (Review of Educational Research, 72(2), 131–175.2002), we explore the dilemmas these teachers identified as they met in communities of practice. Our findings highlight the need for coherence in the assessment messages communicated to teachers and provide evidence of the critical role of ongoing collaboration and dialogue to support the development of teachers’ professional judgement and enable change in their assessment practice. 相似文献
5.
This paper explores the alignment of assessment practices in universities and lifelong learning as a key process and outcome for expansive student development. It outlines Boud’s approach to assessment, operationalises this to analyse practices in two contrasting national contexts: the sociology departments of the Midlands University in the UK and Nam Du University in Vietnam, and reframes this framework as a guide to improving practices and better-supporting lifelong learning. The paper thus contributes to recent debates about sustainable assessment and how to change assessment to better support students for lifelong learning in different countries. The findings suggest that although more elements were found at Midlands University than Nam Du University, assessment in both cases was an imperfect realisation of this framework. Nonetheless, the paper argues that the framework can offer guidance for changes to align assessment practices with lifelong learning, but to do this it should be adapted to the education context and also expanded to include explicit social commitments to others for expansive lifelong learning. 相似文献
6.
In this paper, we draw on Bernstein's [1996. Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor and Francis] notion of framing of pedagogical communication to propose a framework for use in specific literacy contexts. Here, we illustrate how this framework has emerged from an examination of text response online discussions in the English/Language Arts curriculum in primary and secondary school contexts ostensibly concerned with the development of critical literacies. We focus on the selection of the literary texts and the prompts around those, the pacing and sequencing of the discussion, and the way in which responses are negotiated online. Using this framework in two specific contexts, we find that the more mediated, but less interactive framing in one institutional context tends to support the development of desired critical literacy practices, while the less mediated but more interactive framing of the online discussions in the second context is less supportive of such literacy practices. We suggest that this analytical framework could be adapted for use in a range of online contexts in order to make more visible the extent to which the intended forms of literacy are realised and which interactional affordances are exploited in the process. 相似文献
7.
In this paper, we examine workplace educators’ interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with physiotherapy clinical educators in the workplace. Employing a critical hermeneutic approach, data was scrutinised to understand relational and critical dimensions of assessment practices. Findings revealed that participants were socialised into assessment practices. They were aware of the challenges, and they grappled with the tension between their practice-based judgments and documentation of competence. Despite this tension, there was a reluctance to move their awareness of practice tensions towards emancipatory action which could relieve these tensions. We conclude that it is important to acknowledge the judgements which inform assessment practice and the tensions assessors feel between objective and subjective assessments. Assessors who deliberately engage with these tensions can emancipate their assessment practices towards a critical, wise and self-defining practice that nurtures lifelong learning in students and assessors alike. 相似文献
8.
Ursula Reichenpfader Anette Wickström Madeleine Abrandt Dahlgren Per Nilsen Siw Carlfjord 《Studies in Continuing Education》2018,40(3):323-336
ABSTRACTMedication review, a systematic assessment of a patient’s medicines by a health care professional, is intended to prevent medication-related harms. A critical element of medication review concerns whether medication review is conducted in a coordinated way. This article draws from a case example of implementing medication review in two surgical wards of a Swedish regional hospital and aims to analyse how medication review is being accomplished with respect to the coordination of its actions. Using a practice-based ethnographic approach, we present several coordination mechanisms by illustrating how practices are connected to materials involved in medication review. Also, we show how common orientations, ends, and understandings expressed in different medication review practices contribute to the coordination of the practices. In conclusion, this article highlights the complexity of establishing and sustaining medication review as a coordinated practice in routine health care. By closely examining sociomaterial connections, this article sheds new light on the neglected issue of artefacts and arrangements in constituting and transforming a highly complex medication practice. 相似文献
9.
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
10.
11.
Ray W. Cooksey Peter Freebody Claire Wyatt-Smith 《Educational Research and Evaluation》2013,19(5):401-434
In this paper, we analyse teachers' judgments of students' written texts. We document how teachers use evidence in ways that depend both on their knowledge of the students and on the assessment framework they need to use. We analyse teachers' judgments by contrasting the structures of assessments made using teachers' normal classroom judgment processes with those made using an external set of “benchmark” standards. We show how the tension between demands for system-wide assessment validity and localised contextually sensitive site validity impacts on the richness and consistency of the judgment processes. We conclude that current understandings of teacher judgment processes that operate in everyday assessment practices generally fail to account for the complexity and dynamism of this routine classroom activity. Furthermore, we demonstrate that the methodology of judgment analysis, combined with think-aloud protocols, has the potential to shed light on the complexities associated with the operation of judgment in educational assessment. 相似文献
12.
This article reports the findings of a survey of 558 teachers in England. It describes how conceptual and empirical insights from the literature informed the construction of questionnaire items to provide answers to questions about the way in which teachers value different classroom assessment practices and how congruent with these values they perceive their practices to be. Results from item, factor and cluster analyses reveal three underlying dimensions of assessment practice, sizeable values-practice gaps on two dimensions that appear to be in tension (promoting learning autonomy and performance orientation), and differences among teachers which show that over half of this sample report that they are unable to sustain practices across all dimensions in line with their values. We conclude that teachers are demonstrably committed to the values (not just the methods) of assessment for learning within a moral framework that gives importance to the quality of students' learning, yet they experience and need to resolve contradictions in order to realize their values. 相似文献
13.
Susan V. Bennett AnnMarie Alberton Gunn Guda Gayle-Evans Estanislado S. BarreraIV Cynthia B. Leung 《Early Childhood Education Journal》2018,46(2):241-248
Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators) synthesized the current research into the following five frameworks that we believe embody the foundation of culturally responsive teaching (CRT) in an early childhood setting: (a) developing a culturally responsive classroom community, (b) family engagement, (c) critical literacy within a social justice framework, (d) multicultural literature, and (e) culturally responsive print rich environments. In this article we situate each framework within the larger context of research. Next we move beyond discussing CRT practices by offering ideas on how culturally responsive classrooms look and how to implement this pedagogy and in an early childhood setting with real classroom practices. 相似文献
14.
April Luehmann Yang Zhang Heather Boyle Eve Tulbert Gena Merliss Kyle Sullivan 《科学教学研究杂志》2024,61(2):319-357
We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. The Educational Forum, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work. 相似文献
15.
Dennis Alonzo Negin Mirriahi Chris Davison 《Assessment & Evaluation in Higher Education》2019,44(4):636-652
The use of standards-based assessment (SBA) has gained prominence in higher education due to a wide range of research evidence that supports its effectiveness in improving learning and teaching. Although the concept is widely used in academic discourse and practice, it has multiple interpretations which have led to diverse assessment practices to the extent that some of these depart from the principles of SBA. To help build a common understanding of what constitutes SBA practices, we explored the construct of academic SBA practices using both theoretical and empirical approaches. We developed a tool, based on the principles of SBA emerging from practices noted in the literature and identified from focus groups. We used factor analysis to extract the dimensions of the construct and to establish empirical evidence for the utilisation of the tool using a data set of 410 academics who engaged in self-assessment. Results showed that a six-factor model is the most parsimonious among other models. We used these dimensions to develop a framework for describing academic SBA practices. The use of the framework and tool has critical implications for curriculum design, professional practice and development, and policy articulation. 相似文献
16.
In this analysis of promising practice, we demonstrate how social studies methods instructors can incorporate data analysis of the 2010 United States History National Assessment of Educational Progress (NAEP–USH) to facilitate pedagogical aims, engage teacher candidates in critical discourse, and investigate the contexts of teaching and learning. The NAEP data explorer application is a valuable tool for examining social studies theory and practice in relation to student learning outcomes. Our assessment of teacher candidates' responses to the activity leads to the recommendation that NAEP data analysis and results encourage self-evaluation of instructional practices while simultaneously supporting critical interpretations of the NAEP exam. 相似文献
17.
《Studying Teacher Education》2013,9(3):258-271
ABSTRACTIn this article, we engage in collaborative self-study through a critical friendship that is specifically designed to evoke our personal histories in relation to how we approach our practices as teacher educators. In particular, we focus on understanding the conceptual origins of our pedagogies of teacher education and how our identities as teacher educators were shaped, and continue to be shaped, by colleagues, teacher candidates, and by the process of self-study itself. We argue that the multiple studies that are available to any self-study research programme create a plurality of publics in which we identify, and are identified, in particular ways by particular members of the teacher education community. One significant avenue for our developing line of work concerns the ways in which our shared bilingualism plays out during our critical friendship, and how the use of multiple languages helps us to reframe our identities as teacher educators, particularly whilst engaged in translanguaging practices. 相似文献
18.
Assessment of students’ learning in school is deeply implicated in teaching for social justice. Yet classroom assessment is
neglected relative to other aspects of curriculum and pedagogy in the literature on teaching for social justice. Some books
have a relatively clear theory of anti-oppression education at their core but do not provide details about the links between
assessment and their anti-oppression theory, while others provide a more detailed view of assessment practices but do not
specify precisely how particular assessment strategies either promote or hinder anti-oppression education. This article provides
a theoretical framework that spotlights key links between teaching for social justice and classroom assessment. To illustrate
these connections, we draw on guided group discussions with ten high school social studies and English teachers, interested
in pursuing professional development in this area. We conceptualize assessment as a set of institutional processes with the
potential either to inhibit or nurture the development of young people as well as their capacity for self-determination. We
analyze: (a) how teachers, through various assessment practices, can attempt to enable equitable relations within and beyond
the classroom; and (b) performance standards aimed at helping teachers assess their students’ progress toward becoming more
socially responsible and, ultimately, more self-determining. We conclude that even as teachers struggle to enact more socially
just assessment practices, they need to communicate clearly with students and parents about what constitutes equitable assessment
and what institutional practices, by contrast, sow seeds of self-doubt and lead to destructive labeling, ranking, and gate
keeping. 相似文献
19.
Joy Cumming Elizabeth Dickson Amanda Webster 《International Journal of Disability, Development & Education》2013,60(4):295-311
The Australian Disability Standards for Education 2005 (Cth) require education providers to make reasonable adjustments in educational assessment so that students with disability can participate on the same basis as other students and be able to demonstrate what they know and can do. Reasonableness is governed by a determination of the balance of interests, benefits and detriment to the parties involved. The Standards require providers to consult with students and associates on adjustments, although guidance on how consultation should occur and how the views of students and associates are to be taken into account is vague. In this article, we identify three principles to be considered in order to put appropriate and effective reasonable adjustments in assessment into practice. While Australian law and assessment contexts are used to examine intentions, expectations and practices in educational assessment for students with disability, we argue that these three principles must be considered in any national education system to ensure equitable assessment practices and achieve equitable educational inclusion for students with disability. 相似文献
20.
Peggy P. Chen Sarah M. Bonner 《Assessment in Education: Principles, Policy & Practice》2020,27(4):373-393
ABSTRACT We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL model with CA to create the CA:SRL framework in four stages: (1) pre-assessment, (2) the cycle of learning, doing, and assessing, (3) formal assessment, and (4) summarizing assessment evidence. We elucidate how SRL processes are involved at each stage and can be drawn on to support learning development and teacher understanding and co-regulation of learning. This framework is important in that it depicts how assessment and learning processes interact dynamically for both teachers and students in classrooms, and demonstrates that such interactions encompass the full breadth of purposes in CA, from planning through summation of evidence. 相似文献