The Policy-Driven Dimensions of Teacher Beliefs about Assessment

Autor/inn/en	Alonzo, Dennis; Labad, Velma; Bejano, Jean; Guerra, Florence
Titel	The Policy-Driven Dimensions of Teacher Beliefs about Assessment
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 3, S.36-52, Artikel 3 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Educational Policy; Teacher Attitudes; Beliefs; Student Evaluation; Student Educational Objectives; Foreign Countries; Faculty Development; Student Centered Learning; Factor Analysis; Student Motivation; Planning; Learner Engagement; Norm Referenced Tests; Accountability; Outcome Measures; Philippines + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Lehrerverhalten; Belief; Glaube; Schulnote; Studentische Bewertung; Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Faktorenanalyse; Schulische Motivation; Ablaufplanung; Planungsprozess; Verantwortung; Philippinen
Abstract	Despite the advancement of the conceptualisations of teacher assessment literacy, teachers' assessment practices remain relatively low due to misalignment between teachers' beliefs on assessment and principles of effective assessment practices. The current assessment reform in the Philippines has not gained significant traction despite the ongoing professional development programs focused on enhancing teacher assessment literacy. We argue that to change teachers' exam-dominated assessment practices towards a more student-centred approach, there is a need to explore teachers' beliefs in assessment. Hence, we developed a context-driven tool using both theoretical and empirical approaches that could measure this construct, and which the results could provide a stronger foundation for professional development program. Factor analyses extracted nine dimensions that describe teachers' assessment beliefs: assessment for professional learning, for motivation, for measurement, for planning, for engagement, for learning, for evaluation, for norm-referencing and for instructional accountability. Implications of findings for teacher professional development and practice are discussed. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01