Four Facets of Classroom Assessment

Obstacles, Obligations, Outcomes, and Opportunities

Research by 15 educators from the United States and Canada, members of the Association of Teacher Educators (ATE) Commission of Classroom Assessment

  • Participants:
  • 13 are teacher educators
  • 1 classroom teacher
  • 1 doctoral candidate
  • All have P-12 classroom teaching experience and higher education teaching experience.

Four conditions exist that affect teacher preparation for classroom assessments; obstacle, obligations, outcomes, and opportunities.

Research Guiding Questions
Guiding Question 1: What are the characteristics of each facet of classroom assessment?

Guiding Question 2: What are the most important characteristics to share with classroom teachers and teacher candidates in their transformation to developing classroom assessments that matter?

1. OBSTACLES

Top 3 most commonly addressed characteristics were
  • Aligning objectives/learning outcomes with assessments
  • Creating valid and reliable classroom assessments
  • Having time to create and use a variety of assessments

Top 3 most important characteristics to share with classroom teachers and teacher candidates in their transformation to developing classroom assessments that matter?

  • Administering standardized tests.
  • Developing assessments aligned with standards
  • Incorporating a variety of assessments.
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2. OBLIGATIONS- What obligations related to classrom assessments are classroom teachers and teacher candidates required to fulfill?

Findings

3. Outcomes

Outcomes include the educator's knowledge, skills, and dispositions; cognitive and meta cognitive teaching and learning processes; collaborative and independent problem solving; and immediate and high-quality feedback.