Teacher Development in Pupil Assessment Over the First Seven Years: Findings of a Longitudinal Study

• In Event: Examining Teacher Assessment Practices

Abstract

We are conducting a longitudinal study of 40 teachers of whom 18 have been teaching for 4 years and 22 for 7 years. Over the years, most of the teachers went well beyond their initial views and practices with respect to pupil assessment. They connected assessment more closely to teaching; found more feasible ways to assess their students; individualized assessment to a greater extent; and became more aware of the limitations of standardized assessment, working to moderate its impact on their teaching. To a large degree the teachers had to make these adjustments on their own. We believe teachers could be given considerably more pre-service and in-service help in moving in these directions.

Authors

• Clare Kosnik, University of Toronto

• Clive M. Beck, OISE/University of Toronto

• Judy Blaney, OISE/University of Toronto

• Helen V. Bajorek-MacDonald, University of Toronto - OISE

• Judy A. Caulfield, Ontario Institute for Studies in Education/ University of Toronto

• Tim Fletcher, Memorial University

• Tiffany Grace Harris, OISE/University of Toronto

• Lydia Menna, OISE/University of Toronto