Poster #29 - Navigating the Complex Cognitive Task of Classroom Assessment

• In Event: 43.081 - MTCC Poster Session Nine
  In Poster Session: 43.081-3 - The Diversity of Classroom Assessment Research

Abstract

We investigated how a fifth grade English Language Arts teacher with classroom assessment expertise integrated assessment into his teaching practice. Rigorous qualitative data collection (i.e., think-aloud protocols, interviews) and analysis processes (e.g., document analysis; thematic analysis) were employed to document how he used information from assessment to make instructional decisions. This led to the identification of a repertoire of assessment relevant practices including routines, strategies, and decision processes that supported his assessment practice as integrated with planning and instruction. Findings can be used to inform policy and organize content for teacher education in classroom assessment.

Authors

• Nicole Barnes, Montclair State University

• Helenrose Fives, Montclair State University

• Kit Marie Saizdelamora, Montclair State University

• Sirine Mabrouk-Hattab, Montclair State University