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Teachers' Conceptions of Fairness, Decision Rationales, and Formative Assessment and Feedback Practices in Classroom Assessment
Sat, April 10, 10:40am to 12:10pm EDT (10:40am to 12:10pm EDT), SIG Sessions, SIG-Classroom Assessment Paper and Symposium SessionsSession Type: Paper Session
Abstract
What’s going on with teachers regarding classroom assessment? The papers in this session focus on teachers’ conceptions of fairness in classroom assessment, offer international perspectives on teachers’ decision rationales regarding educational assessment practices, explore the relationship between teachers’ integration of formative assessment and the motivational factors that drive this integration, and examine how rubric use by pre-service teachers influences written feedback to students.
Sub Unit
Chair
Papers
Teachers' Conceptions of Fairness in Classroom Assessment: An Empirical Study - Amir Rasooli, Faculty of Education, University of Alberta; Abdolah Rasegh, University of Tehran; Hamed Zandi, Institute for Advanced Studies in Basic Sciences, Zanjan, Iran; Tahereh Firoozi, University of Alberta
Teachers' Decision Rationales Regarding Educational Assessment Practices - Xumei Fan, University of Northern Iowa; Suzy Hardie, University of South Carolina; Jin Liu, University of South Carolina - Columbia; Ning Jiang, University of South Carolina - Columbia
Exploring the Relationship Between Teachers' Integration of Formative Assessment and Motivation - Eleftherios Kyprianos Soleas, Queen's University; Heather Braund, Queen's University - Kingston; Christopher DeLuca, Queen's University - Kingston; Kristy Timmons, Queen's University
Improving Written Feedback: How Directions and Rubrics Impact the Quality of Written Feedback of Preservice Teachers - Carolyn J. Hushman, University of New Mexico; Glenn Foster Hushman, University of New Mexico; Tiara Rose Johnson; Adriana Lucero, University of New Mexico; Sara A. Abercrombie, Northern Arizona University