Education Commons^™

Classroom Assessment Literacy: A Think-Pair-Share Workshop, Hannah R. Anderson, Aryn C. Karpinski,

Publications & Research

Classroom teachers spend a significant portion of their time in assessment-related activities, yet have not received commensurate time in formal training in evaluation and measurement techniques. This workshop will use the Think-Pair-Share collaborative learning strategy to discuss and implement assessment best-practices that educators can easily adopt for their own teaching.

Working Session To Align Learning Outcomes, Class Assignments, And Final Assessments, Wendi Flynn, Aaron Haberman

Teaching, Learning & Assessment

Ready to improve course assignments you’ve already created? Join us for a two-hour working session where you will evaluate and revise your existing course assignments using your course learning outcomes and best practices provided by the session facilitators. This session is structured to have plenty of time for discussion and feedback. You’ll leave this session with revised assignments that are better aligned with your course-level outcomes and assessment best practices.

To maximize the effectiveness of this working session, please bring: 1) a summative assignment (for example, a final exam or term project); 2) a formative assignment (for example, a homework …

Low Stakes, No Stakes: Formative Classroom Assessment Techniques, Wendi Flynn, Aaron Haberman

Teaching, Learning & Assessment

Are you looking for more interactive ways to help students develop a particular skill? Would you like to create a low-risk environment for students that will help you (and them) gauge their understanding of key concepts? Through this workshop, you will develop low-stakes or no-stakes simple assessment techniques, assignments, or activities to use in your own class this semester. Please come with a course in mind, or a particular lesson or lecture where you would like to engage students in developing or refining a particular skill.

Evaluating And Supporting Teacher Practice Of Formative Assessment: Assessing Posing, Pausing, And Probing Moves, Carrie Holmberg, Brent Duckor

Faculty Publications

Decades of research supports that teacher engagement in formative assessment (FA) can powerfully impact student learning outcomes (Black & Wiliam, 1998; Hattie, 2009, 2012). Yet less is known about teacher development of FA skills on a continuum of practice. This empirical study designed, piloted, and examined test content validity of a performance-based assessment of teachers’ FA practice related to questioning “moves” in the context of six multilingual high needs middle school mathematics classrooms. Qualitative comparative analysis of triangulated evidence of teachers’ planning for, enacting, and reflecting on posing, pausing, and probing “moves” found differences among teachers’ probing in particular, related …

Teachers' Perceptions Of Assessment Practices In Mathematics: Comparing Rural And Urban Secondary Schools In England, Michael Jarrett

Doctoral Dissertations and Projects

This causal-comparative study compared the mean scores on the measures to determine if there were differences in perceived frequency of usage and perceived skill in usage of classroom assessment practices between mathematics teachers in urban secondary schools and mathematics teachers in rural secondary schools in England. The study comprised 109 participants selected by a random sampling method. The sample consisted of 53 mathematics teachers from urban secondary schools and 56 mathematics teachers from rural secondary schools drawn from a population of secondary school mathematics teachers in England. The Assessment Practices Inventory (API) was used to collect data from the participants …

Knowledge, Attitude And Practice Of Classroom Assessment: Implications On The Implementation Of School-Based Assessment In Malawi, Chokocha Mathias Selemani-Mbewe

Master's Capstone Projects

The study investigated a sample of Malawi Secondary School teachers’ knowledge, attitude and practice of classroom assessment. A knowledge of classroom test and an attitude toward classroom test survey were administered to 51 qualified teachers from six randomly selected secondary schools. Focus group discussions were also conducted to get an in depth understanding of the problem under investigation. Two schools were national secondary schools; two were district boarding schools, and other two were district day secondary schools. The results of the study indicate that although the teachers had positive attitudes toward classroom assessment, they had very limited knowledge in this …