Transcription of Research on Classroom Summative Assessment
{{id}} {{{paragraph}}}
Example: biology
Research on Classroom Summative Assessment
235 Assessment is unquestionably one of the teacher s most complex and important tasks. What teachers assess and how and why they assess it sends a clear message to students about what is worth learning, how it should be learned, and how well they are expected to learn it. As a result of increased influences from external high stakes tests, teachers are increasingly working to align their CAs with a continuum of benchmarks and standards, and students are studying for and taking more CAs. Clearly, high-stakes external tests shape much of what is hap-pening in classrooms (Clarke, Madaus, Horn, & Ramos, 2000). Teachers design assessments for a variety of purposes and deliver them with mixed results. Some bring students a sense of success and fairness, while others strengthen student per-ceptions of failure and injustice.
part of the Social Science Research Unit at the Institute of Education, University of London, offers support and expertise to those undertak-ing systematic reviews. With its support, Harlen and Crick (2002) synthesized 19 studies (13 outcome evaluations, 3 descriptive studies, and 3 process evaluations). The review was prompted
Loading..
Tags:
Information
Domain:
Source:
Link to this page:
Please notify us if you found a problem with this document: