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Classroom Assessment (classroom + assessment)
Selected AbstractsReconceptualizing Validity for Classroom AssessmentEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 4 2003Pamela A. Moss This article explores the shortcomings of conventional validity theory for guiding classroom assessment practice and suggests additional theoretical resources from sociocultural theory and hermeneutics to complement and challenge conventional theory. To illuminate these concerns and possibilities in a concrete context, the author uses her own classroom experience in teaching a qualitative research methods course. The importance of examining cases of assessment practice in context for developing, teaching, and evaluating validity theory is discussed. [source] The Unfulfilled Promise of Classroom AssessmentEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 3 2001Richard J. Stiggins The purpose of this article is to review the status of classroom assessment as we enter the new millennium. Four key research summaries are reviewed to describe the dismal state of classroom assessment affairs during the past century. Then four critically important developments are cited as reasons for optimism about the future of classroom assessment. Finally, the author details a five-part action plan for tapping the heretofore untapped potential of classroom assessment as a powerful school improvement tool. [source] Integrating Technology and Classroom AssessmentFOREIGN LANGUAGE ANNALS, Issue 4 2001Tony Spanos PhD This article examines classroom assessment techniques and how technology can be used to enhance their effectiveness. Examples from upper-division courses in German, French, and Spanish are given. [source] Classroom Assessment: What Teachers Need to Know (Second Edition)JOURNAL OF EDUCATIONAL MEASUREMENT, Issue 1 2002Allen E. Doolittle First page of article [source] Developing Measurement Theory for Classroom Assessment Purposes and UsesEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 4 2003Susan M. Brookhart In many fields of inquiry, the need for new theoretical developments is often best seen in areas of strain, and strain is apparent in several areas in which the conventions of measurement theory do not quite "fit" classroom assessment. Three areas of strain are analyzed in order to suggest how theoretical development might focus directly on information quality in the classroom assessment context. This article describes the context dependence of classroom assessment, its inextricable relationship with instruction, and its simultaneous formative and summative functions. Thus a case is made for new theoretical developments in the area of measurement in the classroom. [source] The Unfulfilled Promise of Classroom AssessmentEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 3 2001Richard J. Stiggins The purpose of this article is to review the status of classroom assessment as we enter the new millennium. Four key research summaries are reviewed to describe the dismal state of classroom assessment affairs during the past century. Then four critically important developments are cited as reasons for optimism about the future of classroom assessment. Finally, the author details a five-part action plan for tapping the heretofore untapped potential of classroom assessment as a powerful school improvement tool. [source] Currents and eddies in the discourse of assessment: a learning-focused interpretation1INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2006Pauline Rea-Dickins évaluation formative de la langue; évaluation sommative de la langue; enseignement; l'anglais en tant que langue supplémentaire (seconde); interaction dans la classe This article explores processes of classroom assessment, in particular ways in which learners using English as an additional language engage in formative assessment within a primary school setting. Transcript evidence of teacher and learner interactions during activities viewed by teachers as formative or summative assessment opportunities are presented as the basis for an analysis of teacher feedback, learner responses to this feedback, as well as learner-initiated talk. The analyses suggest that there are different teacher orientations within assessment and highlight the potential that assessment dialogues might offer for assessment as a resource for language learning, thus situating this work at the interface between assessment and second language acquisition. The article also questions the extent to which learners are aware of the different assessment purposes embedded within instruction. Cet article explore les procédés d'évaluation pratiqués dans les salles de classe des écoles primaires en particulier les méthodes que les apprenants de l'anglais seconde langue utilisent dans le cadre d' une évaluation formative. Les transcriptions des interactions entre l'enseignant et l'apprenant durant les activités considérées par les enseignants comme étant des opportunités d'évaluation à la fois formatives et sommativesforment la base de l'analyse du feedback de l'enseignant, des réponses de l'apprenant à ce feedback ainsi que du discours initié par l'apprenant. Les analyses suggèrent qu'il existe différentes orientations de la part de l'enseignant au sein de l'évaluation et mettent en valeur le potentiel que les dialogues d'évaluation peuvent offrir en tant que ressource dans l'apprentissage d'une langue, situant ainsi ce travail dans l'interface entre l'évaluation et l'acquisition d'une seconde langue. L'auteur de cet article se demande à quel point les apprenants sont conscients des différents objectifs d'évaluation ancrés dans l'enseignement. [source] Engaging faculty and students in classroom assessment of learningNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 126 2004Fay Rouseff-Baker Outcomes. Alternative assessment. Multiple measures. Analysis. Data. How does an institution move from academic discourse to authentic assessment of student learning? The answer is to engage the faculty and students in the process. [source] Research on Direct versus Translated Writing: Students' Strategies and Their ResultsMODERN LANGUAGE JOURNAL, Issue 2 2001Andrew D. Cohen This study explored an alternative approach to short essay writing on language assessment tasks. Thirty-nine intermediate learners of French performed 2 essay writing tasks: writing directly in French as well as writing in the first language and then translating into French. Two-thirds of the students did better on the direct writing task across all rating scales; one-third, better on the translated task. While raters found no significant differences in the grammatical scales across the 2 types of writing, differences did emerge in the scales for expression, transitions, and clauses. Retrospective verbal report data from the students indicated that they were often thinking through English when writing in French, suggesting that the writing tasks were not necessarily distinct in nature. Since the study was intended to simulate writing situations that students encounter in typical classroom assessments, the findings suggest that direct writing in French as a target language may be the most effective choice for some learners when under time pressure. [source] | |||||||||||||