View in EDS PDF Full Text

Middle School Science Teachers' Conceptions of Assessment Practice throughout a Year-Long Professional Development Experience

Saved in:
Bibliographic Details
Title: Middle School Science Teachers' Conceptions of Assessment Practice throughout a Year-Long Professional Development Experience
Language: English
Authors: Wilsey, Matthew (ORCID 0000-0002-0933-3069), Kloser, Matthew (ORCID 0000-0002-4902-9854), Borko, Hilda (ORCID 0000-0002-7565-9307), Rafanelli, Stephanie (ORCID 0000-0002-5937-7510)
Source: Educational Assessment. 2020 25(2):136-158.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Teachers, Science Teachers, Teacher Attitudes, Student Evaluation, Faculty Development, Instructional Improvement, Science Instruction, Student Educational Objectives, Schemata (Cognition), Concept Mapping
DOI: 10.1080/10627197.2020.1756255
ISSN: 1062-7197
Abstract: Classroom assessment and the use of student performance data to inform instructional decisions have significant potential to help students meet the learning goals of science education. Research has shown that process-oriented assessment practices are challenging and sometimes ignored aspects of teaching, partly because teachers' conceptions of assessment practice do not reflect a cycle of assessment that continually informs instruction. This study explores middle school science teachers' conceptions of assessment practice based on drawn conceptual models and interviews that were gathered as part of a year-long professional development intervention. Results indicate that participants initially conceived of assessment practice in terms of tangible elements. Changes were seen, however, across the PD as several teachers developed conceptions that were more iterative, in which frequent assessment was used to inform future instruction. These findings raise important questions for how PD can most effectively support teachers' adoption of research-based conceptions of quality science assessment practices.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1256112
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFZ5QtYWpONQ32yPYu4Vos_AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDOwmR6qwr9v2rUjJWQIBEICBm4esS_l-WAbkuT_7lT3DS75RIx2FL91xJfdgs1OycaDWlZ8cidYE6cQ1HTTsqnr9hkdl4JNv6yNSFxhL7kDhfMAmuD_ySIHvKMmfQNTnyYoPjDiVH3PSYYuYLt_-92BmKnTlAXA2eer8_0JxhQDHw8m3Ikm1A3EbEmisgbNymFWwxvlWHOqMwiS-xqyEsHj3p2_N_ZTZ8uKoNLQi
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1256112
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Middle School Science Teachers' Conceptions of Assessment Practice throughout a Year-Long Professional Development Experience
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wilsey%2C+Matthew%22">Wilsey, Matthew</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0933-3069">0000-0002-0933-3069</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kloser%2C+Matthew%22">Kloser, Matthew</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4902-9854">0000-0002-4902-9854</externalLink>)<br /><searchLink fieldCode="AR" term="%22Borko%2C+Hilda%22">Borko, Hilda</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7565-9307">0000-0002-7565-9307</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rafanelli%2C+Stephanie%22">Rafanelli, Stephanie</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5937-7510">0000-0002-5937-7510</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Assessment%22"><i>Educational Assessment</i></searchLink>. 2020 25(2):136-158.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Improvement%22">Instructional Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Educational+Objectives%22">Student Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Schemata+%28Cognition%29%22">Schemata (Cognition)</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Mapping%22">Concept Mapping</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10627197.2020.1756255
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1062-7197
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Classroom assessment and the use of student performance data to inform instructional decisions have significant potential to help students meet the learning goals of science education. Research has shown that process-oriented assessment practices are challenging and sometimes ignored aspects of teaching, partly because teachers' conceptions of assessment practice do not reflect a cycle of assessment that continually informs instruction. This study explores middle school science teachers' conceptions of assessment practice based on drawn conceptual models and interviews that were gathered as part of a year-long professional development intervention. Results indicate that participants initially conceived of assessment practice in terms of tangible elements. Changes were seen, however, across the PD as several teachers developed conceptions that were more iterative, in which frequent assessment was used to inform future instruction. These findings raise important questions for how PD can most effectively support teachers' adoption of research-based conceptions of quality science assessment practices.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1256112
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1256112
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10627197.2020.1756255
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 136
    Subjects:
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Student Educational Objectives
        Type: general
      – SubjectFull: Schemata (Cognition)
        Type: general
      – SubjectFull: Concept Mapping
        Type: general
    Titles:
      – TitleFull: Middle School Science Teachers' Conceptions of Assessment Practice throughout a Year-Long Professional Development Experience
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wilsey, Matthew
      – PersonEntity:
          Name:
            NameFull: Kloser, Matthew
      – PersonEntity:
          Name:
            NameFull: Borko, Hilda
      – PersonEntity:
          Name:
            NameFull: Rafanelli, Stephanie
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 1062-7197
          Numbering:
            – Type: volume
              Value: 25
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Educational Assessment
              Type: main
ResultId 1