Promoting Lifelong Learning Through an Expanded Teacher Assessment Identity Framework (Poster 30)

• In Event: Sunday Poster Session 1:15 pm
  In Poster Session: Classroom Assessment SIG Poster Session

Abstract

Classroom assessment is an essential component of the current standards-based education system. However, with the increase in classroom technology, educators must alter and adapt their assessment strategies, even if they feel unprepared or uncomfortable doing so. Using teacher assessment identity (TAI; Looney et al., 2018) as a conceptual framework, this qualitative secondary analysis explored the following question: What can be understood about TAI as educators work to integrate technology in their teaching practice and expand their classroom assessment practices? The hybrid of inductive and deductive analysis strategies highlighted the interconnected nature of the five dimensions of the TAI and how these dimensions are informed and influenced by learning, catalyzed through reflection, collaboration, and a commitment to professional development.

Authors

• Katrina Carbone, Queen's University - Kingston

• Michelle J. Searle, Queen's University - Kingston

• Lori C. Kirkpatrick, Western University

• Christopher DeLuca, Queen's University - Kingston