Teachers' assessment of students' research skills
Bibliographic Data
| ID | 11159180 |
|---|---|
| Authors | Karel Stokking, Karel M Stokking (Utrecht University, corresponding author), Mariekevander Schaaf (Utrecht University), Jos Jaspers (Utrecht University), Gijsbert Erkens (Utrecht University) |
| Year | 2004 |
| Volume | 30 |
| Issue | 1 |
| Pages | 93-116 |
| Publication date | 2004-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/01411920310001629983 |
| OpenAlex | W2132649963 |
| Language | EN |
| Citations received | 7 |
| References cited | 34 |
Today, teachers are expected to develop complex skills, such as research skills, in their students while implementing new views on learning and teaching and using authentic assessment strategies. About these new assessment strategies there is much debate and teachers are vulnerable in using them. We studied upper secondary education natural and social science teachers' practices using two surveys and two rounds of expert panel judgement on teacher‐submitted assessment‐related material and information. Our study shows that there are grounds for concern regarding the clarity of teachers' assessment criteria, the consistency between teachers' goals, assignments, and criteria, and the validity and acceptability of teachers' assessment practices. The extent to which it is justifiable to judge teachers' assessment practice by professional quality criteria is discussed, and suggestions are given as to the main quality criteria for formative and summative assessment and as to ways in which teachers could improve their assessment practices
Assessment for learning · CLARITY · Consistency (knowledge bases) · Educational assessment · Formative assessment · Judgement · Mathematics education · Medical education · Pedagogy · Political science · Quality (philosophy) · Summative assessment · Writing assessment · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Medicine · Psychology · Student Assessment and Feedback
Cognitive representations in raters' assessment of teacher portfolios
Determining the Quality of Competence Assessment Programs
Teacher beliefs and teacher behaviour in portfolio assessment
The distinction between inquiry-based instruction and non-inquiry-based instruction in higher education
Do unto others or not
Developing and validating a design for teacher portfolio assessment
Factors influencing assessment quality in higher vocational education
Coming to Terms
A theory of cognitive development
Inquiry, Modeling, and Metacognition
Shifting Conceptions of Validity in Educational Measurement
The Impact of Classroom Evaluation Practices on Students
Toward adaptive assessment — The student's angle
Acquisition of cognitive skill
Developing Performance Standards for Teacher Assessment by Policy Capturing
The Interplay of Evidence and Consequences in the Validation of Performance Assessments
Complex, Performance-Based Assessment
Performance Assessment
Validity of psychological assessment
An argument-based approach to validity
| Citations per year | 0.33 |
|---|---|
| Citation span | 2005 - 2015 (11) |
| Highly cited | No |