Volante, L. (2010). Assessment of, for, and as learning within schools: Implications for transforming classroom practice. Action in Teacher Education, 31(4), 66-75.
The purpose of this study was to explore teachers’ and administrators’ understanding and use of summative assessment, formative assessment, and student self-assessment practices. Volante conducted semi-structured interviews with teachers and administrators from elementary and secondary schools. Analysis of interview notes revealed numerous emerging themes including an emphasis on summative assessment practices. Additionally, few educators report using formative assessment or student self-assessment practices regularly in the classroom. Teachers and administrators note numerous barriers in using these assessment practices in schools including a lack of training and targeted professional development and lack of sufficient time for discussion and cooperative learning activities in the classroom. Volante concludes with implications for transforming teachers’ classroom assessment practices.
Balanced Assessment System, Professional Expertise