Changes in instructors' assessment thinking related to experimentation with new strategies

被引:29
作者
Offerdahl, Erika G. [1 ,3 ]
Tomanek, Debra [2 ]
机构
[1] N Dakota State Univ, Dept Chem & Biochem, Fargo, ND 58105 USA
[2] Univ Arizona, Dept Mol & Cellular Biol, Tucson, AZ 85721 USA
[3] N Dakota State Univ, Sch Educ, Fargo, ND 58105 USA
关键词
formative assessment; higher education; science education; teacher thinking; teacher cognition; university faculty; CONCEPTIONS;
D O I
10.1080/02602938.2010.488794
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Formative assessment has been recognised as a critical element in teaching for conceptual development. A case study research design was employed to: (1) characterise the assessment thinking of three science instructors at a research-based university; and (2) examine the complex relationship between instructor thinking and practice by encouraging experimentation with alternative assessment strategies. Interviews, reflective journals, field notes and course documents were the data sources used to create a single case study that documented the development of these university instructors' assessment thinking during their experimentation with formative assessment strategies. Throughout two semesters of experimentation, the instructors' assessment thinking became more sophisticated; they grew to view the purpose of assessment less as a summative activity used for the assignment of marks and more as a tool for diagnosing student learning. However, more sophisticated thinking was not associated with revisions in teaching practice based on formative assessment data. Further investigations are needed to more completely understand the nature of assessment thinking and how assessment thinking influences assessment practices. Implications for professional development of university-level science instructors include personalised experiences through which instructors can become active participants in gathering evidence of student learning that promotes growth in assessment thinking.
引用
收藏
页码:781 / 795
页数:15
相关论文
共 43 条
[1]   Growing and developing as a university teacher -: Variation in meaning [J].
Åkerlind, GS .
STUDIES IN HIGHER EDUCATION, 2003, 28 (04) :375-390
[2]  
Amundsen C., 1996, Journal On Excellence, V7, P3
[3]  
[Anonymous], KNOW WHAT STUD KNOW
[4]  
[Anonymous], 1986, Handbook of research on teaching
[5]  
Astin A.W., 1991, ASSESSMENT EXCELLENC
[6]  
Barr R.B., 1995, CHANGE, P13, DOI DOI 10.1080/00091383.1995.10544672
[7]  
Bell BeverleyBronwen Cowie., 2002, Formative Assessment and Science Education
[8]  
Berg B.L., 2004, QUALITATIVE RES METH, DOI DOI 10.2307/1317652
[9]  
Black P., 1998, Assessment in Education: principles, policy & practice, V5, P7, DOI [10.1080/0969595980050102, DOI 10.1080/0969595980050102]
[10]  
Black P., 2003, Assessment for Learning: Putting it into practice