Journal article
Multi-level model of contextual factors and teachers' assessment practices: an integrative review of research
Assessment in Education: Principles, Policy & Practice, Vol.22(4), pp.475-494
10/02/2015
DOI: 10.1080/0969594X.2015.1017445
Abstract
We present a multi-level model of contextual factors that may influence teachers' assessment practices, and use this model in a selected review of existing literature on teachers' assessment knowledge, views and conceptions with respect to these contextual factors. Adapting Kozma's model, we distinguish three levels of influence on teachers' practices: micro, meso and macro. We searched for relevant articles in EBSCO, JSTOR and other databases, and review selected articles with a focus on the complex relationships within and across these levels. Findings reveal a large body of research at the micro-level (teacher), such as on teachers' values, conceptions and knowledge. However, there is relatively less research at the meso-level (school) or connecting it with the micro- or macro-levels. Implications for future research are also discussed.
Details
- Title: Subtitle
- Multi-level model of contextual factors and teachers' assessment practices: an integrative review of research
- Creators
- Gavin W Fulmer - Curriculum, Teaching & Learning, National Institute of EducationIris C.H Lee - Education Services Division, Singapore Ministry of EducationKelvin H.K Tan - Curriculum, Teaching & Learning, National Institute of Education
- Resource Type
- Journal article
- Publication Details
- Assessment in Education: Principles, Policy & Practice, Vol.22(4), pp.475-494
- Publisher
- Routledge
- DOI
- 10.1080/0969594X.2015.1017445
- ISSN
- 0969-594X
- eISSN
- 1465-329X
- Grant note
- OER 3/12 KKH / National Institute of Education (Singapore)
- Language
- English
- Date published
- 10/02/2015
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993326402771
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