Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students
Students’ and teachers’ conceptions of assessment are important because they guide how teachers’ assessments are implemented in the classroom and determine how students study. This multiple-case design study examined 1) how teachers and students view assessment, 2) how teachers assess their students...
Main Authors: | , , |
---|---|
Format: | Article |
Language: | English |
Published: |
Frontiers Media S.A.
2021-04-01
|
Series: | Frontiers in Education |
Subjects: | |
Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2021.631185/full |
id |
doaj-73792cf0b92747d6aa4a1f35cd2b52b9 |
---|---|
record_format |
Article |
spelling |
doaj-73792cf0b92747d6aa4a1f35cd2b52b92021-04-07T05:12:48ZengFrontiers Media S.A.Frontiers in Education2504-284X2021-04-01610.3389/feduc.2021.631185631185Assessment Conceptions and Practices: Perspectives of Primary School Teachers and StudentsVera MonteiroLourdes MataNatalie Nóbrega SantosStudents’ and teachers’ conceptions of assessment are important because they guide how teachers’ assessments are implemented in the classroom and determine how students study. This multiple-case design study examined 1) how teachers and students view assessment, 2) how teachers assess their students’ learning, and 3) the similarities and disparities that occur when students’ and teachers’ conceptions and teachers’ practices of assessment are compared. Data were obtained from five third grade classes, involving a total of five teachers and 82 students. Data were gathered through individual interviews with teachers and focus group discussions with students. Classroom observations and documents produced by the students (worksheets and tests) during maths lessons were also analyzed. The results of the content analysis of the data indicate that teachers mostly conceive assessment as being for improvement, while their assessment practices and students’ conceptions focus on school and student accountability. The results obtained lead us to suggest that students’ conceptions of assessment are constructed from their classroom assessment experiences. The study also suggests that teachers adopt conceptions of assessment inconsistent with their practices, that allow them to work within social and contextual constraints.https://www.frontiersin.org/articles/10.3389/feduc.2021.631185/fullassessment practicesprimary schoolteacherstudentsassessment conceptions |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Vera Monteiro Lourdes Mata Natalie Nóbrega Santos |
spellingShingle |
Vera Monteiro Lourdes Mata Natalie Nóbrega Santos Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students Frontiers in Education assessment practices primary school teacher students assessment conceptions |
author_facet |
Vera Monteiro Lourdes Mata Natalie Nóbrega Santos |
author_sort |
Vera Monteiro |
title |
Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students |
title_short |
Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students |
title_full |
Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students |
title_fullStr |
Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students |
title_full_unstemmed |
Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students |
title_sort |
assessment conceptions and practices: perspectives of primary school teachers and students |
publisher |
Frontiers Media S.A. |
series |
Frontiers in Education |
issn |
2504-284X |
publishDate |
2021-04-01 |
description |
Students’ and teachers’ conceptions of assessment are important because they guide how teachers’ assessments are implemented in the classroom and determine how students study. This multiple-case design study examined 1) how teachers and students view assessment, 2) how teachers assess their students’ learning, and 3) the similarities and disparities that occur when students’ and teachers’ conceptions and teachers’ practices of assessment are compared. Data were obtained from five third grade classes, involving a total of five teachers and 82 students. Data were gathered through individual interviews with teachers and focus group discussions with students. Classroom observations and documents produced by the students (worksheets and tests) during maths lessons were also analyzed. The results of the content analysis of the data indicate that teachers mostly conceive assessment as being for improvement, while their assessment practices and students’ conceptions focus on school and student accountability. The results obtained lead us to suggest that students’ conceptions of assessment are constructed from their classroom assessment experiences. The study also suggests that teachers adopt conceptions of assessment inconsistent with their practices, that allow them to work within social and contextual constraints. |
topic |
assessment practices primary school teacher students assessment conceptions |
url |
https://www.frontiersin.org/articles/10.3389/feduc.2021.631185/full |
work_keys_str_mv |
AT veramonteiro assessmentconceptionsandpracticesperspectivesofprimaryschoolteachersandstudents AT lourdesmata assessmentconceptionsandpracticesperspectivesofprimaryschoolteachersandstudents AT natalienobregasantos assessmentconceptionsandpracticesperspectivesofprimaryschoolteachersandstudents |
_version_ |
1721536430478458880 |