What Do College English Teachers Really Care about Classroom Assessment?
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Teachers spend a great deal of time and effort with assessment in the classroom, and they see the task as essential in school systems for many reasons. The current study was concerned with underlying assumptions and beliefs when they make their assessment decisions in the college classroom. Three English teachers were interviewed and their cases were analyzed for their assessment practices and underlying reasons for their chosen components and methods. The findings indicated that the biggest factor weighing on teachers’ decisions in classroom assessment is reporting/grading. Despite the fact that teachers had autonomy and latitude to design and implement their own forms of classroom assessment, they placed high priority on managerialist demands before pedagogically-oriented information; teachers wanted their assessments to be objective and impartial. Classroom assessments were also chosen as a tool to effectively promote students’ engagement in study and check their understanding. Surprisingly, teachers cared about producing summative assessments for schools rather than formative assessments for supporting learning. Future research questions are provided in the paper.
Abstract
Teachers spend a great deal of time and effort with assessment in the classroom, and they see the task as essential in school systems for many reasons. The current study was concerned with underlying assumptions and beliefs when they make their assessment decisions in the college classroom. Three English teachers were interviewed and their cases were analyzed for their assessment practices and underlying reasons for their chosen components and methods. The findings indicated that the biggest factor weighing on teachers’ decisions in classroom assessment is reporting/grading. Despite the fact that teachers had autonomy and latitude to design and implement their own forms of classroom assessment, they placed high priority on managerialist demands before pedagogically-oriented information; teachers wanted their assessments to be objective and impartial. Classroom assessments were also chosen as a tool to effectively promote students’ engagement in study and check their understanding. Surprisingly, teachers cared about producing summative assessments for schools rather than formative assessments for supporting learning. Future research questions are provided in the paper.
참고문헌 (30)
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