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Educational Assessment, Evaluation and Accountability

Erschienen in:

03.01.2018

Standards and assessment: coherence from the teacher’s perspective

verfasst von: Sarah M. Bonner, Camila Torres Rivera, Peggy P. Chen

Erschienen in: Educational Assessment, Evaluation and Accountability | Ausgabe 1/2018

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Abstract

We sought to understand how teachers’ perspectives on standards-based instructional practices, classroom assessment, and external testing do or do not show coherence and alignment. Based on survey methods (n = 155) and interviews with a sample of secondary school teachers (n = 9) in a large urban district in the USA, we explored general trends and individual teachers’ viewpoints. Our results suggest that the teachers’ instructional use of standards, classroom assessment preferences, and beliefs about the test-driven system are moderately correlated. Interview data provide insight into reasons teachers hold beliefs that do or do not fit well into a coherent assessment system.

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Titel: Standards and assessment: coherence from the teacher’s perspective
verfasst von: Sarah M. Bonner
Camila Torres Rivera
Peggy P. Chen
Publikationsdatum: 03.01.2018
Verlag: Springer Netherlands
Erschienen in: Educational Assessment, Evaluation and Accountability / Ausgabe 1/2018
Print ISSN: 1874-8597
Elektronische ISSN: 1874-8600
DOI: https://doi.org/10.1007/s11092-017-9272-2

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