Alberta Journal of Educational Research, Vol. 58, No. 4, Winter 2013, 634-656
Widespread use of performance assessments
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- Misuse of assessment strategies for summative purposes
Widespread use of performance assessments. Many programs required the
completion of a performance assessment whereas it was less common to embed paper-and- pencil tests (43%) and quizzes (35.7%) during the term. The most type of common performance assessment was a written reflection (65%) followed by the creation of selected and constructed items (50%). Only half included a written final exam (50%). Less common performance tasks included developing a scoring rubric and making an oral presentation (43% each). The finding that performance assessments were used along with traditional exams reflected current classroom policies and may encourage their use by teachers in their own classrooms: “Alternative assessment techniques have been part of the educational landscape for several decades, and, although many of them seem to have been adopted, significant changes in classroom assessment purpose have not been evident” (Manitoba Education, Citizenship & Youth, 2006, p 70). Indeed, providing opportunities for pre-service teachers to experience the benefits of such strategies, which, in turn, would promote future use, is desirable. Such an increase in knowledge and skills related to performance assessments would enhance the availability and variety of authentic assessment strategies is aligned with previous suggestions by Rogers (1991). Misuse of assessment strategies for summative purposes. Of concern was that assessment strategies best suited for formative assessment were used for summative purposes. For example, of the programs (36%) that included peer assessment as a strategy, half included peer assessment results when computing course grades. The use of peer assessment for summative purposes represented a misalignment with their intended formative purpose. Furthermore, the use of these assessment strategies, intended for the purpose of supporting learning, for grades reinforced practices that are not congruent with current policies: “Teachers who are making changes in their understanding of assessment, and learning new ways of assessment, are at the same time revisiting their views about how children learn and what role Table 4 Scope and Nature of Summative Assessment Strategies in Assessment Courses Across Western Canadian Teacher Education Programs (n=14) Category Codes Related to Summative Assessment Strategies Frequency Percentage* Performance Assessments Reflection 9 64.3 Selected and constructed items 7 50.0 Rubric construction 6 42.9 Oral presentation 6 42.9 Paper-and-pencil assessments Test during term 6 42.9 Final exam 7 50.0 Quiz 5 35.7 Other assessments Attendance 5 35.7 Download 0.65 Mb. Do'stlaringiz bilan baham: |
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