Changing approaches to classroom assessment: An empirical study across teacher career stages |
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| Institution: | 1. Freudenthal Institute, Faculty of Science, Utrecht University, Utrecht, The Netherlands;2. Freudenthal Group, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands;1. Department of Mathematics Education, University of Haifa, Israel;2. Mathematics Education, Monash University, Melbourne, PO Box 527, Frankston, Victoria, 3199, Australia;1. The University of Auckland, New Zealand;2. Universitat de Barcelona, Spain;1. Guangdong University of Foreign Studies, The University of Hong Kong, People’s Republic of China;2. The University of Auckland, New Zealand |
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| Abstract: | Research indicates that there is considerable variability in teachers' approaches to assessment resulting in different learning cultures for students. The primary purpose of the study is to examine the relationship between teachers' approaches to assessment across a set of dimensions (including their conceptions of assessment purposes, processes, fairness, and measurement theory) and career stage. The results of this paper illustrate nuanced impacts of career stage on teachers' approaches to multiple dimensions of assessment and enable the generation of assessment profiles that provide empirical support for differences in teachers’ approaches to assessment both within and between career stages. |
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| Keywords: | Classroom assessment Assessment literacy Approaches to classroom assessment Assessment profiles Career stage Teacher education |
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