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    INVESTIGATING THE LINK BETWEEN CURRENT CLASSROOM TEACHERS’ CONCEPTIONS, LITERACY, AND PRACTICES OF ASSESSMENT

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    Genre
    Thesis/Dissertation
    Date
    2017
    Author
    Snyder, Mark Richard
    Advisor
    Booth, Julie L.
    Committee member
    DuCette, Joseph P.
    Schifter, Catherine
    Boyer, Jean A.
    Department
    Educational Psychology
    Subject
    Educational Psychology
    Pedagogy
    Educational Tests & Measurements
    Assessment Conceptions
    Assessment Literacy
    Classroom Assessment
    Classroom Assessment Practices
    Classroom Measurement
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2423
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2405
    Abstract
    Teachers’ assessment conceptions, assessment literacy, and self-reported assessment practices were investigated using a single administration survey of U.S. classroom teachers. These phenomena were investigated both individually and in there inter relationships. Assessment conceptions were measured with the Teachers’ Conceptions of Assessment III – abridged survey and assessment literacy with the Assessment Literacy Inventory. Self-reported classroom assessment practices were analyzed with factor analysis to determine a set of five assessment practice factors that indicate a set of classroom assessment practice behaviors. Analysis suggested certain assessment conceptions held by teachers and aspects of their assessment literacy were significant predictors in their loadings for certain assessment practice factors. One of these significant relationships was that the degree to which the teachers held the conceptions that assessment holds schools accountable and that it aids in student improvement predicted the frequency with which they reported using tests and quizzes in their classroom. There were also significant differences in the assessment practices self-reported based upon the grade level of student instructed, years of teaching experience, as well as other demographic variables. These findings suggest that study and use of the three assessment phenomena would inform practitioners about what may influence classroom teachers’ assessment practices, and how they can best be remediated.
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