Abstract
We investigated how a fifth-grade literacy teacher with classroom assessment expertise integrated assessment into his teaching practice. We employed a qualitative case study methodology to examine and document the processes this teacher used to make instructional decisions informed by classroom assessment events. We identified a repertoire of assessment relevant management routines and interpretation strategies that supported his assessment practice and instructional decision-making. Findings can be used to inform policy and organize content for teacher education by identifying a repertoire of potential management routines and interpretation strategies for engaging in classroom assessment and documenting how to enact these practices.
| Original language | English |
|---|---|
| Article number | 103063 |
| Journal | Teaching and Teacher Education |
| Volume | 92 |
| DOIs | |
| State | Published - Jun 2020 |
Keywords
- Classroom assessment
- Qualitative study
- Teacher decision making
- Teacher expertise