"Lost in the Darkness"? What Teachers Think About Classroom Assessment and Large-Scale Assessment

• In Event: Marriott Roundtable Session 59
  In Roundtable Session: Teacher Input and Influence in Public School Classroom Assessments

Abstract

Over the years, accountability has put remarkable pressure on teachers, who are now more conscious about the need of using data for their decision-making. However, Italian teachers continue to perceive the large-scale assessment as an improper assessment: this aspect has been confirmed by a yearly national survey administrated, since 2013, by INVALSI (Italian National Institute for School Evaluation and Assessment of Learning). What are the reasons of these so negative representations of large-scale assessment? What do teachers think of both classroom and large-scale assessment? This paper reports on a qualitative study realized in order examine, in a more deeply perspective, what conceptions and perceptions teachers have about assessment aims and about the relationship between classroom and large-scale assessment.

Authors

• Serafina Pastore, University of Bari, Italy

• Michela Freddano