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Chi Cheng Chang - One of the best experts on this subject based on the ideXlab platform.
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Is Teacher Assessment Reliable or Valid for High School Students under a Web-Based Portfolio Environment?
Educational Technology & Society, 2012Co-Authors: Chi Cheng ChangAbstract:This study explored the reliability and validity of Teacher Assessment under a Web-based portfolio Assessment environment (or Web-based Teacher portfolio Assessment). Participants were 72 eleventh graders taking the “Computer Application” course. The students perform portfolio creation, inspection, self- and peer-Assessment using the Web-based portfolio Assessment system; meanwhile, the Teachers used the Assessment tool to review students’ portfolios and evaluate their learning performances. The results indicated that: 1) the Web-based portfolio Teacher Assessment achieved an acceptable level of reliability; 2) the Web-based portfolio Teacher Assessment, showing a strong level of inter-rater reliability and inner-rater reliability, can be regarded as a reliable Assessment method; 3) the Web-based portfolio Teacher Assessment demonstrated an acceptable level of validity; 4) the portfolio scores were highly consistent with students’ end-of-course examination scores, implying that Web-based portfolio Teacher Assessment is a valid Assessment method. Future studies are recommended to gain further insight into the self-built portfolios created by digital tools (e.g. PowerPoint, Word, or Frontpage software), for which effective rubrics and reliability or validity of the Assessment may be also provided.
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a comparative analysis of the consistency and difference among Teacher Assessment student self Assessment and peer Assessment in a web based portfolio Assessment environment for high school students
Computers in Education, 2012Co-Authors: Chi Cheng Chang, Kuohung TsengAbstract:This study explored the consistency and difference of Teacher-, student self- and peer-Assessment in the context of Web-based portfolio Assessment. Participants were 72 senior high school students enrolled in a computer application course. Through the Assessment system, the students performed portfolio creation, inspection, self- and peer-Assessment; three Teachers reviewed portfolios and evaluated learning performances. There were significant differences in the results of the three Assessment methods, among which Teacher-raters adopted the most rigorous scoring standards, while peer-raters tended to use the most lax standards. The results of self- and Teacher-Assessment were discovered to be consistent; however, consistency was not discovered between self- and peer-Assessment as well as peer- and Teacher-Assessment. In analyzing their consistency with the end-of-course examination, Teacher- and self-Assessment demonstrated high consistency, whereas peer-Assessment showed a low level of consistency.
Yeali S. Sun - One of the best experts on this subject based on the ideXlab platform.
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A novel approach for enhancing student reading comprehension and assisting Teacher Assessment of literacy
Computers & Education, 2010Co-Authors: Jun-ming Chen, Meng Chang Chen, Yeali S. SunAbstract:For students of English as a Foreign Language (EFL), reading exercises are critical not only for developing strong reading comprehension, but also for developing listening, speaking, and writing skills. Prior research suggests that social, collaborative learning environments are best suited for improving language ability. However, opportunities for English learners to collaboratively practice reading comprehension are minimal, and due to resource constraints and a lack of accurate evaluation methods, English instructors rarely assess student literacy effectively. In response to these problems, we propose a Tag-based Collaborative reading learning System (TACO) that makes use of Web 2.0 Internet social tagging techniques to provide a collaborative environment for reading English. We test our system's ability to both improve reading comprehension and aid Teachers in accurately assessing literacy by conducting a three-month trial with 56 participating Taiwanese high school students from February to May 2009. During this period, post-testing results show a significant improvement in reading scores among participants in our tag-based system, and survey feedback from Teachers suggests an improved capacity for literacy Assessment.
Daniel Davies - One of the best experts on this subject based on the ideXlab platform.
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Teacher Assessment in Primary Science (TAPS) Project: Evaluation Report 2015-16
2018Co-Authors: Sarah Earle, Daniel DaviesAbstract:A evaluation report for the Teacher Assessment in Primary Science (TAPS) project, based on interviews with participants in June 2016.
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Development and exemplification of a model for Teacher Assessment in Primary Science
International Journal of Science Education, 2017Co-Authors: Daniel Davies, Sarah Earle, Alan Howe, Kendra Mcmahon, Christopher CollierAbstract:The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable...
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Teacher Assessment of Science in English Primary Schools
2016Co-Authors: Daniel Davies, Sarah Earle, Christopher Collier, Rebecca Digby, Alan Howe, Kendra McmahonAbstract:Teacher Assessment of pupils’ on-going classroom science work can be a more valid means of judging their attainment than testing, because it can be based on a wider range of evidence; for example, observations, discussions and pupil presentations. However, questions remain regarding the reliability of Teacher Assessment, as they find such summative judgements difficult to make and have limited opportunities for moderation. This is of particular concern in England, where Assessment of the new National Curriculum in science is entirely dependent on Teacher Assessment at primary level. The Teacher Assessment in Primary Science (TAPS) project aims to develop the quality and reliability of Teachers’ judgements and establish a set of principles for effective Assessment against which schools can evaluate their practice. It is driven by the following questions: RQ1: What approaches are primary Teachers in England currently using to assess pupils’ learning in science? RQ2: How valid, reliable and manageable are these approaches? RQ3: Can an approach be synthesised from elements of existing practice which embodies core principles of effective Assessment? Data collected from 12 schools have included samples of Assessment materials, interviews with key staff and observations of Teachers making Assessments during science lessons, together with school self-analyses against a theoretical framework developed from the work of Nuffield Foundation (2012), which uses the analogy of an ecosystem pyramid of numbers to represent the flow of Assessment information between formative and summative purposes. Each participating Teacher has also developed and piloted classroom Assessment tasks, the resulting pupil work from which has been moderated between schools. Qualitative analysis of the above data sources has fed into case studies representing a typology of approaches examined against the principles of Assessment embodied in the self-evaluation framework.
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The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool [updated]
2016Co-Authors: Sarah Earle, Christopher Collier, Alan Howe, Kendra Mcmahon, Daniel DaviesAbstract:The Teacher Assessment in Primary Science (TAPS) project is based at Bath Spa University and funded by the Primary Science Teaching Trust (PSTT). TAPS aims to develop support for valid, reliable and manageable Assessment, which will have a positive impact on children’s learning. This short guide for Teachers introduces the Teacher Assessment in Primary Science (TAPS) school self evaluation tool.
Sarah Earle - One of the best experts on this subject based on the ideXlab platform.
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Teacher Assessment in Primary Science (TAPS) Project: Evaluation Report 2015-16
2018Co-Authors: Sarah Earle, Daniel DaviesAbstract:A evaluation report for the Teacher Assessment in Primary Science (TAPS) project, based on interviews with participants in June 2016.
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Development and exemplification of a model for Teacher Assessment in Primary Science
International Journal of Science Education, 2017Co-Authors: Daniel Davies, Sarah Earle, Alan Howe, Kendra Mcmahon, Christopher CollierAbstract:The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable...
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The challenge of balancing key principles in Teacher Assessment
2017Co-Authors: Sarah EarleAbstract:The Teacher Assessment in Primary Science (TAPS) project is funded by the Primary Science Teaching Trust (PSTT) and based at Bath Spa Institute for Education. The TAPS team use a Design-Based Research approach, which involves working in partnership with schools in iterative cycles to develop products, with the aim of providing support for valid, reliable and manageable Teacher Assessment. This paper will explore these key principles and propose a Seesaw model to represent the challenge of balancing the requirements of validity and reliability. The balancing in the Seesaw model is suggested both as a way of conceptualising the difficulties of Teacher Assessment and of providing starting points for discussion of potential solutions.
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Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development
2016Co-Authors: Sarah Earle, P Rodger, A QureshiAbstract:After the introduction of the new Assessment and accountability measures (2015), many primary schools need support to develop valid and reliable Teacher Assessment that will make a positive impact on children’s learning. These are also the main aims of the Teacher Assessment in Primary Science (TAPS) project, which is led by the Institute for Education at Bath Spa University and funded by the Primary Science Teaching Trust – PSTT. Following the recommendation of the Nuffield Foundation (2012) on how to make better use of formative Assessment data, the researchers developed a pyramid model whereby Assessment information flowed from classroom practice to whole school summative reporting. Working in collaboration with local project schools, the Primary Science Quality Mark (PSQM) and PSTT College Fellows, the researchers also created a school self-evaluation framework, which defines and exemplifies Teacher Assessment at pupil, Teacher and whole school levels. This symposium will discuss key issues related to Assessment in primary science; explore how TAPS project schools have developed their Teacher Assessment in response to use of the self-evaluation tool, including case study presentations from two Teachers.
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Teacher Assessment of Science in English Primary Schools
2016Co-Authors: Daniel Davies, Sarah Earle, Christopher Collier, Rebecca Digby, Alan Howe, Kendra McmahonAbstract:Teacher Assessment of pupils’ on-going classroom science work can be a more valid means of judging their attainment than testing, because it can be based on a wider range of evidence; for example, observations, discussions and pupil presentations. However, questions remain regarding the reliability of Teacher Assessment, as they find such summative judgements difficult to make and have limited opportunities for moderation. This is of particular concern in England, where Assessment of the new National Curriculum in science is entirely dependent on Teacher Assessment at primary level. The Teacher Assessment in Primary Science (TAPS) project aims to develop the quality and reliability of Teachers’ judgements and establish a set of principles for effective Assessment against which schools can evaluate their practice. It is driven by the following questions: RQ1: What approaches are primary Teachers in England currently using to assess pupils’ learning in science? RQ2: How valid, reliable and manageable are these approaches? RQ3: Can an approach be synthesised from elements of existing practice which embodies core principles of effective Assessment? Data collected from 12 schools have included samples of Assessment materials, interviews with key staff and observations of Teachers making Assessments during science lessons, together with school self-analyses against a theoretical framework developed from the work of Nuffield Foundation (2012), which uses the analogy of an ecosystem pyramid of numbers to represent the flow of Assessment information between formative and summative purposes. Each participating Teacher has also developed and piloted classroom Assessment tasks, the resulting pupil work from which has been moderated between schools. Qualitative analysis of the above data sources has fed into case studies representing a typology of approaches examined against the principles of Assessment embodied in the self-evaluation framework.
Christopher Deluca - One of the best experts on this subject based on the ideXlab platform.
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Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy.
Educational Assessment, 2016Co-Authors: Christopher Deluca, Danielle Lapointe-mcewan, Ulemu LuhangaAbstract:Teacher Assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have a...
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Teacher Assessment literacy: a review of international standards and measures
Educational Assessment Evaluation and Accountability, 2016Co-Authors: Christopher Deluca, Danielle Lapointe-mcewan, Ulemu LuhangaAbstract:Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting Teachers’ Assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of Assessment standards across the world and numerous Assessment literacy measures that represent different conceptions of Assessment literacy. The purpose of this research is to (a) analyze Assessment literacy standards from five English-speaking countries (i.e., Australia, Canada, New Zealand, UK, and USA) plus mainland Europe to understand shifts in the Assessment landscape over time and across regions and (b) analyze prominent Assessment literacy measures developed after 1990. Through a thematic analysis of 15 Assessment standards and an examination of eight Assessment literacy measures, results indicate noticeable shifts in standards over time yet the majority of measures continue to be based on early conceptions of Assessment literacy. Results also serve to define the multiple dimensions of Assessment literacy and yield important recommendations for measuring Teacher Assessment literacy.
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the current state of Assessment education aligning policy standards and Teacher education curriculum
Journal of Teacher Education, 2013Co-Authors: Christopher Deluca, Aarti P BellaraAbstract:In response to the existing accountability movement in the United States, a plethora of educational policies and standards have emerged at various levels to promote Teacher Assessment competency, with a focus on preservice Assessment education. However, despite these policies and standards, research has shown that beginning Teachers continue to maintain low competency levels in Assessment. Limited Assessment education that is potentially misaligned to Assessment standards and classroom practices has been identified as one factor contributing to a lack of Assessment competency. Accordingly, the purpose of this study was to analyze the alignment between Teacher education accreditation policies, professional standards for Teacher Assessment practice, and preservice Assessment course curriculum. Through a curriculum alignment methodology involving two policy documents, two professional standards documents, and syllabi from 10 Florida-based, Council for Accreditation of Teacher Education–certified Teacher educ...
