Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation
Classroom assessment is central to effective teaching and learning, making assessment literacy a core component for teacher education.The present study explores self-reported, differentiated assessment practices of Malaysian in-service teachers.The practices were evaluated using an analytic framewor...
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| Format: | Article |
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Routledge
2018
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| _version_ | 1803628710258016256 |
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| author | Kaur, Amrita Noman, Mohammad Awang Hashim, Rosna |
| author_facet | Kaur, Amrita Noman, Mohammad Awang Hashim, Rosna |
| author_sort | Kaur, Amrita |
| collection | UUM |
| description | Classroom assessment is central to effective teaching and learning, making assessment literacy a core component for teacher education.The present study explores self-reported, differentiated assessment practices of Malaysian in-service teachers.The practices were evaluated using an analytic framework that was developed based upon the existing literature on components of differentiation.Data were collected from 32 in-service teachers using open-ended survey questionnaires.Twelve of the teachers also participated in in-depth interviews.Documents provided by the teachers were also analyzed. Data from the open-ended survey were analyzed using NVivo11 to develop codes for the analytic framework.The findings offer insights into teachers’ knowledge, application, and interpretation of differentiated assessment practices.The discussion explores teachers’ explanations of their own practices and, further, recommends ways to improve knowledge and application of differentiated assessment.The implications of the findings are discussed for assessment literacy-related professional development for teachers, school management and policies to facilitate implementation of differentiated assessment. |
| first_indexed | 2024-07-04T06:26:17Z |
| format | Article |
| id | uum-24378 |
| institution | Universiti Utara Malaysia |
| last_indexed | 2024-07-04T06:26:17Z |
| publishDate | 2018 |
| publisher | Routledge |
| record_format | dspace |
| spelling | uum-243782018-07-04T07:50:00Z https://repo.uum.edu.my/id/eprint/24378/ Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation Kaur, Amrita Noman, Mohammad Awang Hashim, Rosna LB Theory and practice of education Classroom assessment is central to effective teaching and learning, making assessment literacy a core component for teacher education.The present study explores self-reported, differentiated assessment practices of Malaysian in-service teachers.The practices were evaluated using an analytic framework that was developed based upon the existing literature on components of differentiation.Data were collected from 32 in-service teachers using open-ended survey questionnaires.Twelve of the teachers also participated in in-depth interviews.Documents provided by the teachers were also analyzed. Data from the open-ended survey were analyzed using NVivo11 to develop codes for the analytic framework.The findings offer insights into teachers’ knowledge, application, and interpretation of differentiated assessment practices.The discussion explores teachers’ explanations of their own practices and, further, recommends ways to improve knowledge and application of differentiated assessment.The implications of the findings are discussed for assessment literacy-related professional development for teachers, school management and policies to facilitate implementation of differentiated assessment. Routledge 2018 Article PeerReviewed Kaur, Amrita and Noman, Mohammad and Awang Hashim, Rosna (2018) Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation. Teaching Education. pp. 1-17. ISSN 1047-6210 http://doi.org/10.1080/10476210.2018.1455084 doi:10.1080/10476210.2018.1455084 doi:10.1080/10476210.2018.1455084 |
| spellingShingle | LB Theory and practice of education Kaur, Amrita Noman, Mohammad Awang Hashim, Rosna Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation |
| title | Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation |
| title_full | Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation |
| title_fullStr | Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation |
| title_full_unstemmed | Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation |
| title_short | Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation |
| title_sort | exploring and evaluating differentiated assessment practices of in service teachers for components of differentiation |
| topic | LB Theory and practice of education |
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