The Relationship Between Teachers’ Equity Orientation and Instructional Usefulness of Assessments of and for Learning
Bibliographic Data
| ID | 22046483 |
|---|---|
| Authors | Divya Varier (0000-0002-6995-3331, George Mason University, corresponding author), Marvin G Powell (0000-0002-9349-0779, George Mason University), Stephanie Dodman (0000-0001-6533-1714, George Mason University), Jenice L View (0000-0002-4334-3535, George Mason University), Elizabeth K Demulder (0000-0002-5839-5696, George Mason University) |
| Year | 2024 |
| Volume | 14 |
| Issue | 11 |
| Pages | 1183 |
| Publication date | 2024-10-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14111183 |
| OpenAlex | W4403870267 |
| Language | EN |
| Citations received | 2 |
| References cited | 57 |
The article presents findings from a survey study of K-12 teachers in the mid-Atlantic United States about their assessment practice. Guided by two frameworks related to teacher assessment literacy in practice and critical-data-driven decision-making, we investigated how teachers’ equity orientation is related to their perceived instructional usefulness of standardized assessments of learning and assessments for learning. Structural equation models revealed defensible contributions of equity orientation and assessment preparation and professional development, specifically, teachers’ motivations for joining the profession, preparation for reflective practice and equity-oriented practice, and beliefs about societal equality to their perceived usefulness of assessments. Findings provide empirical evidence to situate the role of and influences on assessment practices in supporting equitable learning environments
Goal Orientation · Instructional design · Mathematics education · Political science · Computer Science · Evaluation of Teaching Practices · Mathematics · Psychology · Social Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
Handbook of Research on Teachers of Color and Indigenous Teachers
Structural Equation Modeling with Mplus
Inside the Black Box
Teachers' conceptions of assessment
Shifting Conceptions of Validity in Educational Measurement
When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions.
Cutoff criteria for fit indexes in covariance structure analysis
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A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)
The intersection of school context and teachers’ data use practice
Retaining Teachers of Color
Ain’t Oughta Be in the Dictionary
Standardized testing and school segregation
Motivational factors for learning and teaching global education
Critical data-driven decision making
A person-centered analysis of teacher candidates’ approaches to assessment
Teacher assessment literacy in practice
Breakin’ Down Whiteness in Antiracist Teaching
Behind School Doors
Voices of Aspiring Teachers of Color
Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students
Teachers’ Sensemaking of Data and Implications for Equity
From the Achievement Gap to the Education Debt
Critiquing the Rhetoric of "Safety" in Feminist Pedagogy
The Current State of Assessment Education
Development and Validation of the Critical Consciousness Scale
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |