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Emerging Issues in Classroom Assessment
Sun, April 27, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Exhibit Hall Level, Exhibit Hall F - Poster SessionSession Type: Poster Session
Abstract
Teacher skills in and students’ experiences of classroom assessment can have big impacts on student learning and experience in schools. This session brings together research on important contemporary issues in classroom assessment for diverse educational partners. The session features posters on generative AI in science assessment, teachers’ rubric uses, teacher educator assessment practices and conceptions, students’ perceptions of assessment, design criteria for performance assessments, and ways to assess early literacy development in children.
Sub Unit
Papers
11. A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence (Poster 11) - Yizhu Gao, University of Georgia; Xiaoming Zhai, University of Georgia; Min Li, University of Washington; Xiaoxiao Liu, University of Alberta; Ying Cui, University of Alberta
12. Teachers’ Implementation and Their Engagement of Students When Using Rubrics for Formative Assessment (Poster 12) - Narelle English, University of Melbourne
13. Exploring Conceptions and Practices of Assessment: Case Studies of Nigerian Teacher Educators (Poster 13) - Monsurat Omobola Raji, Conestoga College; David Baidoo-Anu, Conestoga College; Daniel Asamoah, Universiti Brunei Darussalam
14. What Does It Mean to You? Student Perceptions of Assessment (Poster 14) - Manisha Kaur Chase, California State University - Northridge
15. Proposing a Set of Design Criteria for High-Quality Performance Assessments in K-12 Education (Poster 15) - Christopher R. Gareis, College of William & Mary; Si Chen, College of William & Mary
16. Assessing Phonological Awareness in Early Literacy: A Systematic Review of Tools and Practices Across Educational Settings (Poster 16) - Sunny Li, Syracuse University; Ibrahim Kizil, Syracuse University