Abstract
We conducted a content analysis of 27 assessment textbooks to determine how assessment planning was framed in texts for preservice teachers. We identified eight assessment planning themes: alignment, assessment purpose and types, reliability and validity, writing goals and objectives, planning specific assessments, unpacking, overall assessment plan, and other. Themes were used to code the all texts and evaluated the depth of coverage each theme received: mentioning, elaboration, and how to. Findings indicate that classroom assessment textbooks (a) lack a clear focus on assessment planning, (b) demonstrate wide variation in the depth of coverage with little focus on “how to” related to assessment planning, and (c) lack theoretical connections between assessment and instructional practices.
| Original language | English |
|---|---|
| Pages (from-to) | 70-89 |
| Number of pages | 20 |
| Journal | Teacher Educator |
| Volume | 51 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2 Jan 2016 |
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Assessing Assessment Texts : Where Is Planning? / Fives, Helenrose; Barnes, Nicole; Dacey, Charity; Gillis, Anna.
In: Teacher Educator, Vol. 51, No. 1, 02.01.2016, p. 70-89.Research output: Contribution to journal › Article
TY - JOUR
T1 - Assessing Assessment Texts
T2 - Where Is Planning?
AU - Fives, Helenrose
AU - Barnes, Nicole
AU - Dacey, Charity
AU - Gillis, Anna
PY - 2016/1/2
Y1 - 2016/1/2
N2 - We conducted a content analysis of 27 assessment textbooks to determine how assessment planning was framed in texts for preservice teachers. We identified eight assessment planning themes: alignment, assessment purpose and types, reliability and validity, writing goals and objectives, planning specific assessments, unpacking, overall assessment plan, and other. Themes were used to code the all texts and evaluated the depth of coverage each theme received: mentioning, elaboration, and how to. Findings indicate that classroom assessment textbooks (a) lack a clear focus on assessment planning, (b) demonstrate wide variation in the depth of coverage with little focus on “how to” related to assessment planning, and (c) lack theoretical connections between assessment and instructional practices.
AB - We conducted a content analysis of 27 assessment textbooks to determine how assessment planning was framed in texts for preservice teachers. We identified eight assessment planning themes: alignment, assessment purpose and types, reliability and validity, writing goals and objectives, planning specific assessments, unpacking, overall assessment plan, and other. Themes were used to code the all texts and evaluated the depth of coverage each theme received: mentioning, elaboration, and how to. Findings indicate that classroom assessment textbooks (a) lack a clear focus on assessment planning, (b) demonstrate wide variation in the depth of coverage with little focus on “how to” related to assessment planning, and (c) lack theoretical connections between assessment and instructional practices.
UR - http://www.scopus.com/inward/record.url?scp=84956483559&partnerID=8YFLogxK
U2 - 10.1080/08878730.2015.1107442
DO - 10.1080/08878730.2015.1107442
M3 - Article
AN - SCOPUS:84956483559
VL - 51
SP - 70
EP - 89
JO - Teacher Educator
JF - Teacher Educator
SN - 0887-8730
IS - 1
ER -