Authors
Andrew Coombs, Christopher DeLuca, Danielle LaPointe-McEwan, Agnieszka Chalas
Publication date
2018/4/1
Journal
Teaching and Teacher Education
Volume
71
Pages
134-144
Publisher
Pergamon
Description
Research indicates that there is considerable variability in teachers' approaches to assessment resulting in different learning cultures for students. The primary purpose of the study is to examine the relationship between teachers' approaches to assessment across a set of dimensions (including their conceptions of assessment purposes, processes, fairness, and measurement theory) and career stage. The results of this paper illustrate nuanced impacts of career stage on teachers' approaches to multiple dimensions of assessment and enable the generation of assessment profiles that provide empirical support for differences in teachers’ approaches to assessment both within and between career stages.
Total citations
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Scholar articles
A Coombs, C DeLuca, D LaPointe-McEwan, A Chalas - Teaching and Teacher Education, 2018