The Untried Path: Exemplary Elementary School Teachers’ Understanding of and Experiences with Classroom Assessment
KeywordClassroom assessment; formative assessment; Assessment for Learning; Assessment as Learning; Technology Integration; 21st Century; Technology-integrated assessment; K-8
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AbstractThis qualitative phenomenological research study sought to describe teachers’ understanding of and experiences with AfL, AaL, and AoL when using 21st Century approaches to teaching, learning, and assessment. Purposeful sampling was used to select 4 exemplary Canadian elementary school teachers who had a history of using a professional blog for reflective practice. Data collection methods included elementary school teachers’ professional blogs and semi-structured interviews. Data analysis revealed exemplary elementary school teachers’ understandings and living examples of classroom assessment in a 21st Century context. Results also illustrated how technology-integrated assessment gave students the “power to create” and demonstrate their learning in unprecedented ways and provided teachers with rich assessments of student learning. The study discusses implications for classroom practice and educational research, and offers some initial thoughts on the interactions among the purposes of assessment. The study will be of particular interest to teachers who are interested in improving assessment practices in their classrooms and will provide teacher education programs with insight on how to best prepare teacher candidates for 21st Century education.
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Assessment of the Inter-Rater Reliability of the Behavioural Assessment and Treatment Taxonomy (BATT)Awan, Ateeq; Center for Applied Disability StudiesApplied Behaviour Analysis (ABA) is an evidence-based approach for treating a range of behavioural challenges and skill deficits commonly associated with developmental disabilities such as Autism Spectrum Disorder (ASD). ABA-based interventions are typically tailored to the socially significant needs of the individual receiving treatment. This individualized nature of treatment delivery can make it challenging for wide-scale program evaluation within and across different ABA service providers. The Behavioural Assessment and Treatment Taxonomy (BATT) is a tool designed specifically for the purpose of standardizing the documentation of assessment and treatment strategies and enabling systematic evaluation of treatment outcomes. The purpose of this study was to assess the inter-rater reliability of the BATT using a retrospective study design (N = 112). The results demonstrated acceptable level of inter-rater reliability (κ > .80) across a number of target variables, although additional refinement of the BATT coding scheme is still required.
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