Classroom Assessment and Student Mobility: Comparing Teachers' Assessment Approaches in the United States, China, and Canada

• In Event: Teachers' Practices and Practical Knowledge

Abstract

Students who migrate to new educational systems face numerous obstacles when adjusting to their new learning contexts. While there is much research that outlines how these challenges can be mitigated, little research has explored the unique challenges posed by different classroom assessment cultures. Drawing on a multidimensional understanding of classroom assessment, this study examined how teachers in the U.S., China, and Canada navigate and support macro and micro-cultures in their classroom assessment practices. 710 full-time teachers across all three contexts completed the Approaches to Classroom Assessment Inventory and latent class analysis revealed five assessor types: teacher-centric, hesitant, moderately student-centric, highly student-centric, and eager. Findings provide novel insight into specific supports needed for students who move between these assessment cultures.

Authors

• Nathan Harry Rickey, Queen's University - Kingston

• Andrew Coombs, Memorial University

• Christopher DeLuca, Queen's University - Kingston

• David Baidoo-Anu, Queen's University - Kingston