Concept Of Assessment Research Articles

Developing a Five-Dimensional Construct of Pre-Service Teachers’ Conceptions of Assessment

Research on teachers’ and pre-service teachers’ conceptions of assessment (CoA) has so far focused on assessment purposes and uses. However, recent decades have seen significant changes in assessment approaches that require a deeper examination of the nature and aspects of assessment concepts. The current study is a continuation of a previous qualitative study that analyzed the COA of 94 Israeli pre-service teachers before and after an assessment course. In this study, we examined these data extensively to identify and formulate key dimensions of assessment conception. Qualitative analysis of the rich datasets, including metaphors, indicates the diversity and complexity of the assessment concept. Five dimensions of conceptions were identified: (1) complexity of the assessment process, (2) emotional attitude toward assessment, (3) assessment uses and purposes, (4) teacher-student relationship in the assessment context, and (5) criticism of the educational system. The findings expand previous conceptualizations of assessment concepts and may develop a broad model and instruments for measuring CoA. This implication is significant in this era of paradigmatic shifting in the assessment field. Keywords: conceptions of assessment, student assessment, pre-service teachers, dimensions, metaphors

How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study

Abstract While prior research suggests that teachers’ conceptions of assessment (CoA) are influenced by their personal characteristics, experiences, and specific sociocultural contexts, how these factors influence teachers’ CoA is still underexplored. This narrative study explores what teachers’ CoA are, as well as how influential factors mediate their CoA by drawing on data from narrative frames with 48 high school EFL teachers in China. Findings reveal that teachers commonly endorsed the improvement-oriented purpose of assessment. A range of factors is found to have exerted influences to different degrees on these conceptions, including personal factors (i.e., teachers’ agency in assessment), experiential factors [i.e., (anti-)apprenticeship of observation about assessment], and contextual factors (i.e., exam-oriented culture). These findings are discussed in terms of how teachers negotiate the improvement- and accountability-oriented purposes of assessment, as well as how teachers’ CoA are shaped by teacher agency, emotional experiences as assessees, and the exam-oriented culture. This paper concludes with implications for research on teachers’ CoA and policy, practice, and professional development of teacher assessment literacy.

Exploring Vocational High School EFL Teacher’s Understanding of Student-Centered Learning Assessment

Since the Kurikulum Merdeka was implemented to respond to the learning loss students experienced during the Covid-19 pandemic, student-centered learning assessment (SCLA) has become a significant part of current Indonesian senior high school educational initiatives. However, previous research found that teachers need more understanding of the concept of SCLA. Thus, this study explores vocational high school EFL teacher's understanding of SCLA in implementing problem-based learning in the Kurikulum Merdeka aligned with the theory from Jonassen (2000). This qualitative case study employed an interview as the main instrument to discover an understanding from one teacher. Based on the data analysis through thematic analysis, the findings revealed that the teacher had a fair understanding of the student-centered learning assessment's concepts, advantages, and obstacles. Nevertheless, the teacher still needed to learn more about SCLA. Although not all of the research findings were relevant to the previous study and the theory, the teacher reasonably implemented the student-centered learning assessment while improving the future teaching- learning process, particularly the assessment system. Moreover, there is an expectation for the school, principals, and other stakeholders to pay attention to providing teachers with training regarding student-centered learning assessment. In addition, teachers are expected to be willing to stay up-to-date with the change of curriculum, including the shift in the assessment form, teachers' role, and learning to understand the current curriculum and the learning methods.

Exploring Secondary School EFL Teachers’ Assessment Literacy in Practice: A Case Study in China

Assessment literacy (AL) has emerged as an important research field during the past decade, yet it remains a great challenge for secondary school EFL teachers in China to appropriately enact their assessment literacy. Due attention needs to be paid to research upon teachers’ conceptions of assessment (CoA) and assessment practice. Based upon a semester’s observation of the English classes in a secondary school in China, weekly meetings on English teaching and research, a focus group interview, individual interviews, documents such as the participants’ lesson plans and reflective journals, this qualitative study aims at exploring: (1) what are the conceptions of assessment of the participating secondary EFL teachers? (2) what is the teachers’ assessment literacy in practice (TALiP)? (3) How could their assessment literacy be enhanced? 
 Self-reported findings show that the EFL teachers have a wide scope of conceptions of assessment and individual variations in their assessment practices. The former range from knowledge of assessment purposes and criteria to regarding assessment as learning (AaL), and the latter from giving instant feedback of nodding or simple comments to practicing assessment for learning (AfL) in classroom teaching. Findings from observation also reveal that when tempting AaL, the participants could generally achieve AfL to some extent. Implications for further teacher professional development are discussed concerning how to enhance assessment literacy mentoring in internship and in-service training.

How Pre-service Teachers' Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy

Practicum poses great challenges for pre-service teachers who learn to assess because their conceptions of assessment (CoA) may undergo dramatic changes. This multiple case study reports on how three pre-service teachers’ CoA changed over practicum at a primary school in China. Findings show that pre-service teachers’ CoA have experienced a rapid change from a superficial perception of assessment for academic achievement and moral character development, to a more comprehensive understanding of varied assessment purposes, constructs in assessment criteria, feedback, fairness in classroom assessment, and students’ involvement in and engagement with assessment. A range of factors are found to have exerted varying degrees of influence on these conception changes, such as personal factor (i.e., agency in assessment), experiential factors (i.e., school-based assessment practices, interactions with students, and (anti-)apprenticeship of observation about assessment) and contextual factors (i.e., mentoring, classroom reality, school assessment culture, and national assessment policy). These findings are discussed in terms of how these changes are diverse but limited, as well as how the mediating factors have exerted differentiated influences in positive or negative ways. This paper concludes with implications for research on teachers’ CoA and professional development for assessment literacy.

SHIFTING CONCEPTS IN ASSESSMENT OF OCCUPATIONAL EXPOSURES

Journal Article SHIFTING CONCEPTS IN ASSESSMENT OF OCCUPATIONAL EXPOSURES Get access ALEX BURDORF ALEX BURDORF Institute of Occupational Health, Erasmus UniversityP.O. Box 1738 3000 DR Rotterdam, The Netherlands Search for other works by this author on: Oxford Academic PubMed Google Scholar The Annals of Occupational Hygiene, Volume 37, Issue 5, October 1993, Pages 447–450, https://doi.org/10.1093/annhyg/37.5.447 Published: 01 October 1993

The role of cognitive level, cognitive style and information processing abilities in children's understanding of fractions as part‐whole

Analysis of the answers given by two Italian student samples of 5th and 7th grade to 12 items of the concept assessment (CA) test on the rational number, yielded the result that the students experience great difficulties in mastering the fraction concept. In particular, about 34 per cent (11 per cent) of 5th (7th) grade subjects interpret the fraction as part‐to‐part. We report a detailed study of the relationship between the test scores and individual characteristics, such as cognitive style, intellectual development and information processing capabilities.