Teachers' Assessment Practices: A Review of Empirical Research Methods Using a Reconceptualized Framework for Classroom Assessment Practice

• In Event: Poster Session 17
  In Poster Session: Classroom Assessment: Current and Future Directions

Abstract

In order to evaluate the influence of these dramatic policy changes on classroom and school assessment practices we must firstly ensure a strong theoretical understanding of what assessment actually is. This paper aims to develop a theoretical understanding of assessment based on a newly conceptualised model of assessment with seeks to move beyond the formative/summative characterisations of assessment which have dominated discourse and research on assessment for the past three decades. The paper also aims to conduct a review of empirical papers which examine teachers’ assessment practices, using this reconceptualised framework for assessment to guide the analysis, in order to establish the construct validity of the research methods and approaches employed to research teachers’ assessment practices.

Author

• Marie Ryan, Mary Immaculate College, University of Limerick, Ireland