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Navigating the complex cognitive task of classroom assessment |
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| Institution: | 1. Department of Teacher Education, University of Jyväskylä, P.O. Box 35, 40014 University of Jyväskylä, Finland;2. Department of Psychology, New York University Abu Dhabi, United Arab Emirates;3. School of Natural Sciences and Health, Tallinn University, Narva mnt 25, 10120 Tallinn, Estonia |
| Abstract: | We investigated how a fifth-grade literacy teacher with classroom assessment expertise integrated assessment into his teaching practice. We employed a qualitative case study methodology to examine and document the processes this teacher used to make instructional decisions informed by classroom assessment events. We identified a repertoire of assessment relevant management routines and interpretation strategies that supported his assessment practice and instructional decision-making. Findings can be used to inform policy and organize content for teacher education by identifying a repertoire of potential management routines and interpretation strategies for engaging in classroom assessment and documenting how to enact these practices. |
| Keywords: | Classroom assessment Teacher decision making Qualitative study Teacher expertise |
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