Bridging the Perception Gap: Examining Teacher-Student Classroom Assessment Disparities to Inform Equitable Practices and Policies

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Enhancing Educational Equity: Innovations and Insights in Classroom Assessment (Table 8)

Abstract

This study explores differences in perceptions of classroom assessment purposes and practices among educational stakeholders, particularly teachers and students. A survey in a diverse U.S. school district revealed significant disparities. Teachers viewed assessments more as feedback tools compared to students. Students reported higher frequencies of post-assessment practices like moving to new content, receiving corrective work, and retakes than teachers indicated. These findings highlight a perception gap between assessment designers (teachers) and recipients (students), emphasizing the need for improved communication, transparency, developing students' assessment literacy, and aligning teacher intentions with student experiences. Future research directions include exploring interventions to enhance students' understanding of assessment purposes, examining retake policy effectiveness, and studying long-term impacts of perception gaps on student outcomes.

Authors

• Laura J. Link, University of North Dakota

• Radomir Ray Mitic, College of William & Mary