Exploring Assessment across Cultures: Teachers' Approaches to Assessment in the U.S., China, and Canada

Autor/inn/en	DeLuca, Christopher; Rickey, Nathan; Coombs, Andrew
Titel	Exploring Assessment across Cultures: Teachers' Approaches to Assessment in the U.S., China, and Canada
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1921903 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeLuca, Christopher) ORCID (Rickey, Nathan) ORCID (Coombs, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1921903
Schlagwörter	Evaluation Methods; Cross Cultural Studies; Comparative Education; Student Evaluation; Foreign Countries; Elementary Secondary Education; United States; China; Canada + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Schulnote; Studentische Bewertung; Ausland; USA; Kanada
Abstract	Classroom assessment dynamics are shaped by individual and local understandings of assessment (assessment micro-cultures), as well as common assessment beliefs and practices that stem from system-wide features, such as large-scale testing (assessment macro-cultures). Teachers' approaches to assessment reveal how they navigate assessment micro- and macro-cultures to support student learning and achievement. Despite increasing migration of students between the U.S., China, and Canada, little research has examined the different approaches to assessment students encounter when they move between these contexts. Thus, the specific supports they need to adapt to their new assessment cultures and have equitable access to learning have remained unclear. This exploratory research compared teachers' approaches to assessment in the U.S., China, and Canada. Latent class analysis identified five types of assessors across these contexts: "teacher-centric assessors," "hesitant assessors," "moderately student-centric assessors," "highly student-centric assessors," and "eager assessors." Associations between assessor type and country were identified, revealing different patterns in how teachers approach assessment in each education context. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01