Navigating the complex cognitive task of classroom assessment

Research output: Contribution to journalArticle

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 languageEnglish
Article number103063
JournalTeaching and Teacher Education
Volume92
DOIs
StatePublished - Jun 2020

Keywords

  • Classroom assessment
  • Qualitative study
  • Teacher decision making
  • Teacher expertise

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