Validity and the design of classroom assessment in teacher teams
| Autor: | Kylie Lipscombe, Kellie Buckley-Walker |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Medical education
education 05 social sciences 050301 education Educational psychology Rubric behavioral disciplines and activities Education ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences Student learning 0503 education Curriculum 050104 developmental & child psychology Qualitative research |
| Zdroj: | The Australian Educational Researcher. 49:425-444 |
| ISSN: | 2210-5328 0311-6999 |
| DOI: | 10.1007/s13384-021-00437-9 |
| Popis: | The validity of evidence obtained from classroom assessments in schools is an important concept as significant decisions are made from teachers’ judgments of this evidence. However, what is not clear are the classroom assessment practices that teacher teams use to ensure that the evidence of student learning produced from classroom assessments is valid for their purpose. This qualitative study examined the assessment practices, focussing on validity, from three primary school teacher teams in Australia as they designed classroom assessments in mathematics. From the analysis, four broad themes associated with validity were identified: alignment with curriculum and instruction, catering for student abilities, the scoring rubric and using classroom assessments data to meet students’ needs. These findings could contribute to research and assessment practices in schools that enhance the validity of the evidence collected from classroom assessments. |
| Databáze: | OpenAIRE |
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