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Teachers' and Preservice Teachers' Attitudes Toward and Efficacy in Classroom Assessment in the Environment of Standardized Testing
Unformatted Document Text:  including analysis of online discussion strands on assessment, hypothetical letters written to preservice teachers, and interviews richened the researchers’ ability to identify the attitudes toward assessment. Implication for Action Research suggests a possible connection between teachers’ levels of assessment literacy and their attitudes toward assessment. Such a relationship may affect students’ abilities in transferring classroom knowledge to successful results on standardized tests because of classroom assessment practices. Through mixed methodologies to identify teachers’ level of assessment, attitudes toward assessment, and their sense of self-efficacy, teacher educators can better help preservice teachers to be prepared better for addressing the needs of their students. By recognizing current teachers’ relationship with and felt competency in classroom assessment and with further study and in depth analysis of the relationship of classroom assessment to standardized test results, teacher educators will be able to make informed decisions on how best to prepare the preservice teachers. Section II: Outcomes and Methods Learner/participant outcomes The intent of this roundtable session would be for the presentation of current research followed by the sharing of professional suggestions and identification of valid and reliable future research directed toward the improvement of preservice teachers’ developing sense of efficacy for and commitment to classroom assessment as part of the educational process.. Methods Through the sharing of current research and the results of this author’s collected data using mixed methodologies, roundtable participants would be asked to consider responses to the following questions: 1. What assumptions are we currently making about teachers’ abilities in and commitment for designing appropriate assessment tools in the light of standardized testing? 2. Is there an attitudinal disengagement between teachers and assessment practices? 3. How does the movement to student-centered classrooms and standardized tests affect this disengagement? 4. What changes in teacher education programs could help preservice teachers develop a stronger sense of efficacy in assessment practices? 5. What assumptions can we make about how such change would improve students’ academic development? REFERENCES Athanases, S., and B. Achinstein. 2003. Focusing new teachers on individual and low performing students: The centrality of formative assessment in the mentor’s repertoire of practice. Teachers College Record, 105, 1486-1520. 3

Authors: Hamilton, Karen.
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background image
including analysis of online discussion strands on assessment, hypothetical letters written
to preservice teachers, and interviews richened the researchers’ ability to identify the
attitudes toward assessment.
Implication for Action
Research suggests a possible connection between teachers’ levels of assessment
literacy and their attitudes toward assessment. Such a relationship may affect students’
abilities in transferring classroom knowledge to successful results on standardized tests
because of classroom assessment practices. Through mixed methodologies to identify
teachers’ level of assessment, attitudes toward assessment, and their sense of self-
efficacy, teacher educators can better help preservice teachers to be prepared better for
addressing the needs of their students. By recognizing current teachers’ relationship with
and felt competency in classroom assessment and with further study and in depth analysis
of the relationship of classroom assessment to standardized test results, teacher educators
will be able to make informed decisions on how best to prepare the preservice teachers.
Section II: Outcomes and Methods

Learner/participant outcomes
The intent of this roundtable session would be for the presentation of current
research followed by the sharing of professional suggestions and identification of valid
and reliable future research directed toward the improvement of preservice teachers’
developing sense of efficacy for and commitment to classroom assessment as part of the
educational process..
Methods
Through the sharing of current research and the results of this author’s collected
data using mixed methodologies, roundtable participants would be asked to consider
responses to the following questions: 1. What assumptions are we currently making
about teachers’ abilities in and commitment for designing appropriate assessment tools in
the light of standardized testing? 2. Is there an attitudinal disengagement between
teachers and assessment practices? 3. How does the movement to student-centered
classrooms and standardized tests affect this disengagement? 4. What changes in teacher
education programs could help preservice teachers develop a stronger sense of efficacy in
assessment practices? 5. What assumptions can we make about how such change would
improve students’ academic development?
REFERENCES
Athanases, S., and B. Achinstein. 2003. Focusing new teachers on individual and low
performing students: The centrality of formative assessment in the mentor’s
repertoire of practice. Teachers College Record, 105, 1486-1520.
3


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