Teachers’ Evidence Interpretations and Uses in Classroom Assessment in China: Challenges and Coping Strategies

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Exploring Classroom Assessment Tasks, Feedback, and Emotions (Table 2)

Abstract

Research has shown evidence interpretations and uses play crucial roles in classroom assessment and teacher assessment literacy. This study aims to delve into the challenges teachers encounter when they interpret and use evidence in classroom assessment, and the coping strategies they employ to address these hurdles. Enlisting eight teachers, the study obtained data from video-stimulated recall interviews and then conducted thematic analysis. It was found that teachers confronted different challenges in different inference processes of evidence interpretations and uses (evaluation, generalization, explanation, extrapolation, and utilization). The study also sheds light on the strategies employed by the participating teachers to address these challenges effectively. The findings of this study have implications for current research on classroom assessment and teacher assessment literacy.

Authors

• Huang Xiru, East China Normal University

• Chunming Yang, East China Normal University