Mining the TALIS 2018 Data for Assessment as Learning Teacher Profiles

• In Event: AERA Poster Session 6
  In Poster Session: Teacher Practices: From Assessment Use to Principal Evaluation (San Diego)

Abstract

Despite widespread recognition that assessment as learning is a promising teaching and learning practice, this approach to assessment remains underutilized. What, then, distinguishes those teachers who do use assessment as learning in their practice? The present study examines this question through a profile analysis of 1,623 teacher responses to the OECD’s 2018 TALIS survey in Alberta, Canada. Grouped by the frequency with which they let students evaluate their own progress, results indicated statistically significant differences in teachers’ collaborative practices, self-efficacy, and perceived control, but identified no statistically significant differences between groups’ workload stress. The findings from this study will be of interest to principals, school leaders, and researchers interested in increasing teachers’ use of assessment as learning in our classrooms.

Authors

• Michael Holden, Queen's University

• Saad Chahine, Queen's University